Academic Growth Research Articles

Impact of English Teachers’ Behavior on English Proficiency Skills of ESL Learners at Secondary Level

The main aim of this study is to investigate the impact of teachers’ behavior on English proficiency of ESL learners at secondary level. Teacher’s behavior directly or indirectly influences students’ performance positively or the otherwise. This study was descriptive in nature and survey based design was adopted to pursue operational phase. Respondents were selected from accessible population by using random and convenient sampling techniques. The data was collected quantitatively from 200 students and 40 teachers. Questionnaire was used to collect data from teachers and students to know their perceptive about the impact of instructor’s behavioral patterns on learners’ achievements. The raw data was analyzed followed by tabular, graphical and narrative interpretations. The findings of the study show that teacher’s behavior affects the whole language learning process according to the needs of the students. It further determines that there is a positive correlation between teacher’s positive behavior and student’s linguistic and academic growth. The results also show that positive behavior of female teacher was more learning friendly as compared to the behavior of male teachers. The study concludes with strong recommendation that positive behavior training skills should be implemented in continuous professional development programs for English language teachers. At times, positive behavior of teachers proved more beneficial than their competency for ESL learners.

Exploring Perceptions of Students’ Academic Motivation by University Professors - A Qualitative Study

Background: Motivation is the key factor for success and welfare. It is a pre-requisite in the process of teaching-learning and a factor in academic growth. Objectives: The purpose of the present research is to convey the experiences of medical sciences professors on the educational motivations of students in universities of medical sciences. Methods: The research was carried out in 2017 in Iran. A purposive sampling method was used and continued until theoretical saturation of data. Sixteen professors and Ph.D. students with teaching experience in medical schools participated. Data was collected with in-depth and semi-structured interviews. All the participants were asked at least two of the following open questions: “What is your understanding of the motivation or lack of motivation for student learning?”, “Which factors are effective in motivation learning?”, and “Which strategies have you used to promote student motivation in learning?” The conventional content analysis approach was used for data analysis. Validity, acceptance, confirmation and transmission criteria were used for correctness and solidity of data. Results: By analyzing the transcriptions of interviews, the four main themes of educational motivation for students were determined as “communication between teacher and student”, “characteristic traits of trainer and leaner”, “Importance of motivation in the teaching and learning process” and “educational skills”. Conclusions: Based on the research findings, professors expressed that the students’ educational motivations were not satisfactory and educational and training programs in universities needed improvement. They also emphasized on the teachers’ abilities and training skills in sciences for effective communication between teacher and student.

Beyond the Infantilization of Higher Education: Preparing students to live in an (un)safe society

SummaryThe article deals with the problem of the infantilization of students, which takes place at universities. The starting point is the thesis that contemporary education at higher levels does not prepare students for the development of critical thinking and does not provide the skills to deal with problematic situations typical of global society. Instead, it approves and implements mechanisms leading to the infantilization of adults, such as: censorship, caution, language medicalization and microaggression. In the text I analyze these dangerous phenomena and indicate the consequences that they bring, not only for the development of the institution itself, but also its autonomy, and above all the students academic growth.

Introspecting the Causes of Absenteeism of Pre-Service Teachers

Educators have recognized the importance of school attendance to learners’ academic growth and development. School attendance is often linked to positive school performance and considered as predictor of academic success. This notion makes it imperative to examine the potential causes of absenteeism to prevent students to be at risk of habitual truancy. Hence, this survey type of research determined the causes of absenteeism of teacher education students along attitude, school, and home-related factors. Twenty-three teacher education students who were purposively chosen as respondents based on their attendance record perceived attitude-related and home-related factors as highly contributory to their absenteeism. They had considered their current program not as their field of interest nor their first choice in selecting academic programs, and were also easily affected by their parents’ quarrel. Moreover, they considered school-related factors as contributory to absenteeism as the classrooms’ ventilation appeared not conducive to learning for the respondents. An intervention program strengthening the monitoring of students’ attendance is highly recommended in this study.

The Role of School Leaders in Teacher Leadership Development

In rural eastern North Carolina, the rapid growth of English Learners (ELs) unintentionally makes mainstream classrooms sheltered instruction classrooms. Sheltered instruction is content-based instruction (CBI) where ELs acquire language while learning content. In addition to ELs, this region has a high number of Standard English Learners (SELs). SELs are native English speakers whose dialects are nonstandard and whose home languages differ structurally from academic English. A yearlong professional development used sheltered instruction to focus on academic language proficiency. A local university, two principals and 14 teachers partnered and participated in this weekly professional development. Data were analyzed using Guskey’s (2000) framework for evaluating professional development. Findings indicated that when sheltered instruction was implemented with fidelity, teachers’ perception of the principal changed from a manager to an instructional leader, content teachers became teacher leaders, instruction focused on academic language proficiency; and there was evidence of academic growth for low achieveing students.

여성성인학습자의 야학검정고시 및 대학진학 과정에서의 경험 : 근거이론적 접근

The purpose of this study is to present a model of practice theory to understand the female adult learners’ experience in the course of pass the qualification examination through G night school in the area G and enter the university through it. To do this, It took advantage of the Strauss and Corbin (1988)’ grounded theoretical approach to instrumentalizing the experience of seven adult learners who had experienced this process. The results of the study are as follows: First, 124 concepts, 31 subcategories, and 16 categories were derived by open coding. Second, Causal conditions through axial coding were classified ‘alienation of educational opportunity among brothers’, ‘a desire for study’, contextual conditions were ‘poor family circumstances’, central phenomena include ‘an old score’, ‘shame’, ‘inferiority’, behavioral/interaction strategies were ‘getting a diploma as a qualification examination through night school’, ‘going to college and studying’, intermediary conditions were ‘family’, ‘night school teacher’, ‘peer learner’, ‘educational financial support benefit’, the results were ‘relieving core’, ‘restoring self-esteem’, ‘improving quality of life’, and ‘improving aspiration level’. Third, the core categories in selection coding were revealed ‘to become a dignified wife, mother and society member by overcoming the inferiority feeling and improving self - esteem through academic growth’. Fourth, the types of learning participation of adult learners were classified as ‘type of challenge to learning aspiration’ and ‘type of college admissions’.

Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google translate

This article addresses a key pedagogical issue of our time: the widespread yet generally unwelcome presence of machine translation (MT) in the language classroom. Studies have repeatedly shown that L2 students consult the most widely used translation tool, Google Translate (GT), in spite of the fact that its use is frowned upon by second language (L2) instructors. Even so, academic honesty violations are not always reported, nor is there a consensus on whether the use of MT constitutes a form of cheating. Recognizing the omnipresence of GT in L2 student work, this article examines current research on the use of MT, highlights the strengths and limitations of this technology, explores 21st‐century pedagogical solutions designed to harness the capabilities of both MT and alternative technologies, and suggests venues for future research with the goal of ensuring learners’ academic growth in line with ACTFL's Can‐Do Statements for Intercultural Communication.

Analysis of the impacts factors on growth of young medical scientists

Objective For searching the influence factors of young medical scientists’ growth, we analyze their characteristics and patterns of the growth. It could provide a reference for the policy to absorb and cultivate young talents. Methods Research subjects were the young scientists that had worked in Fujian Medical University all the time since he or she obtained the Fujian Provincial Natural Science Foundation form 2001 to 2012. We analyzed the basic information of the project leader, their research funding situation and SCI paper publishing, as well as their NSFC funding. Results It found that obtain the highest degree from famous colleges did not help young scientists. 1/3 clinicians did not make progress in their research. Young scientists who obtain the NSFC after entry Fujian Medical University were much easier to join in the mainstream discipline of school and rapid growth. Conclusions The academic growth of the medical young scientists is not only rely on individual early academic accumulation and efforts, but also the support of NSFC and research platform. Key words: Young scientists; Graduation institutions; Medicine; NSFC

Trends in Performance and Growth by Students With and Without Disabilities on Five State Summative Assessments

ABSTRACT Indicators of student academic growth are desired in state accountability systems in order to approximate student learning over time and attribute observed growth to schooling inputs. Through an extant analysis of five states’ assessment data, this study offers evidence about whether longitudinal match rates and measures of growth differ at the state level for students with disabilities, relative to students without disabilities. There were three main findings: 1) In states in which a modified assessment was offered, students with disabilities were more likely to have missing prior year scores, and consequently missing growth scores; 2) Low scoring students, many of whom had a disability, were more likely to have missing prior scores on the state general assessment, and consequently missing growth scores; 3) Students with and without disabilities showed similar growth using transition and gain score definitions of growth, but students with disabilities had lower growth when estimated via a regression-based model. Measurement and policy considerations are discussed.

11.1 African American Motherhood: Cultural and Societal Influences

African American motherhood has been written about and discussed extensively. Stigma and negative stereotypes may pose burdens for both the mothers and their children and add to the typical work of mothering and raising children. Often, the concept of motherhood in African Americans is compared with the “ideal” white family, and the richness and strengths of the African American culture have not been appreciated. Unfortunately, black mothers have been perceived as retarding their children’s academic growth, having high rates of single parenthood, and adding to the breakdown of the black family unit. The racism in the larger society causes African American mothers to fear for their children’s safety, causing tension and anxiety in the family.

Supporting Spanish–English Bilingual Language Development Among Latinx Dual Language Learners in Early Learning Settings

Latinx dual language learners (DLLs) are a large and growing student body that continues to face educational adversities that contribute to the maintenance of a longstanding academic achievement gap. Previous research has documented that preschool attendance and development of home language skills in early childhood support the long-term academic and linguistic growth of DLLs; yet, relatively, little is known about how early childhood educators support bilingual language development in preschool and how such efforts impact bilingual proficiency. These are particularly salient questions, as emerging best practices to support DLLs identified in research may not be reaching educators with sufficient speed. The present mixed methods study examined the role of instructional and contextual factors in promoting English and Spanish language development among (N = 46) Latinx preschoolers. Qualitative phenomenological analyses were conducted to explore the nature of language instruction practices in Central California preschools. Analysis of covariance was used to determine if classroom characteristics, including culturally and linguistically responsive instruction practices and overall classroom quality, predict English and Spanish language proficiency at the end of the preschool year. Results suggest that language instruction practices may tend to be more reactive than systematic, and support findings that high overall instructional quality and application of targeted instructional supports for bilingual acquisition support the development of home language skills throughout the school year. The results reinforce the call for increased attention to bilingual language development in early childhood settings, especially through assessment, instruction models, and multi-tiered systems of support. School psychologists, who are trained on these topics, have a significant opportunity to collaborate with early childhood administrators and teachers to educate themselves further on DLLs’ early language development needs, help improve culturally and linguistically responsive instruction and assessment in early learning settings, and work to bridge the early childhood and K-12 systems to support DLLs’ ongoing development.

Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

Using Portfolio Assessment at Lower Secondary Education in Setswana Language Lessons

This study examined practices in academic progress record keeping at Junior Secondary Schools in Botswana in the Setswana language programme. Using the qualitative approach it was observed that students’ academic progress at Junior Secondary Schools were recorded in scheme books with marks written at the back of it, either after an exercise or after writing monthly tests with no evidence produced when necessary during conferencing. The recordings did not show parents, educational officials and learners students’ academic strengths and weaknesses in a particular skill they were supposed to develop in the teaching and learning processes. The study involved in-service teachers at Junior Secondary Schools who were furthering their education at the University of Botswana. A questionnaire with open ended questions and interviews were used to collect data from the participants. Data were analyzed using the grounded theory by considering thematic statements that emerged from key research questions. The findings indicated that the measures used for academic records by teachers were not systematic and effective. The study recommends portfolio assessment not as a means to an end, but as a strategy that can be adopted and used to develop a systematic way of keeping students’ academic records and monitoring their academic growth and development progress.

Validity Evidence for Progress Monitoring With Star Reading: Slope Estimates, Administration Frequency, and Number of Data Points

The increasing use of computerized adaptive tests (CATs) to collect information about students’ academic growth or their response to academic interventions has led to a number of questions pertaining to the use of these measures for the purpose of progress monitoring. Star Reading is an example of a CAT-based assessment with considerable validity evidence to support its use for progress monitoring. However, additional validity evidence could be gathered to strengthen the use and interpretation of Star Reading data for progress monitoring. Thus, the purpose of the current study was to focus on three aspects of progress monitoring that will benefit Star Reading users. The specific research questions to be answered are: (a) how robust are the estimation methods in producing meaningful progress monitoring slopes in the presence of outliers; (b) what is the length of the time interval needed to use Star Reading for the purpose of progress monitoring; and (c) how many data points are needed to use Star Reading for the purpose of progress monitoring? The first research question was examined using a Monte Carlo simulation study. The second and third research questions were examined using real data from 6,396,145 students who took the Star Reading assessment during the 2014-2015 school year. Results suggest that the Theil-Sen estimator is the most robust estimator of student growth when using Star Reading. In addition, it appears that five data points and a progress monitoring window of approximately 20 weeks appear to be the minimum parameters for Star Reading to be used for the purpose of progress monitoring. Implications for practice include adapting the parameters for progress monitoring according to a student’s current grade-level performance in reading.

Growth goals and growth mindset from a methodological-synergistic perspective: lessons learned from a quantitative correlational research program

ABSTRACTThis review explores predictors and consequences of students’ growth goals and growth mindset in school with particular emphasis on how correlational statistical methods can be applied to illuminate key issues and implications. Study 1 used cross-sectional data and employed structural equation modelling (SEM) to investigate the role of growth goals in mediating the link between interpersonal relationships and academic engagement. Study 2 conducted multi-group path analysis to investigate the role of growth goals in the academic outcomes of two groups of students (ADHD and non-ADHD). Study 3 used longitudinal data and SEM to test a cross-lagged panel design to investigate reciprocal links between growth goals and growth mindset. Study 4 conducted multi-level SEM where the effects of a growth orientation on engagement and achievement were investigated at the student-level (level 1) and the classroom-level (level 2). Taking these four studies together, we aim to show how correlational data and multivariate correlational analyses have been effective in answering research questions in a way that have practical and theoretical implications for students’ academic growth. We also position this review as a substantive-methodological synergy – an approach recently recommended in response to concerns about the increasing polarization of substantive and methodological research and researchers.

FOOD FOR THOUGHT: BIOPSYCHOSOCIAL FACTORS AND FEEDING BEHAVIOURS IN FAILURE TO THRIVE

Abstract BACKGROUND Failure to thrive (FTT) is prevalent in 5% of the paediatric population and results from the interactions between the child’s health, behaviour, development and social environment. A multi-disciplinary team approach to treat FTT is effective but resources are not always available. OBJECTIVES To characterize biopsychosocial factors and feeding behaviours in children presenting with failure to thrive in our clinic. DESIGN/METHODS A retrospective cross-sectional chart review of children referred to our academic growth and feeding clinic was performed. Children between the ages of 2 months and 5 years with a first clinic visit between 1st January 2015 and 31st of December 2016 were included. Data from the patient’s first visit was included in the study. In a REDCAP database, anthropometric measures according to WHO growth curves, medical history and concurrent developmental delays were recorded. Factors important to the child’s social environment (e.g. maternal mental health, financial problems) were identified. These factors were self-reported by parents to the clinic team or noted on the patient’s referral. Specific attention was paid to the identification of feeding behaviours of children (e.g. vomiting, gagging) and parents (e.g. force feeding, use of distractions). Descriptive statistics were used to analyze the data. RESULTS The study included n = 138 (53.6% male) children with a mean age of 16.9 (SD 10.8) months. The mean weight-for-age percentile was 16.0 (SD 24.3), mean height-for age percentile was 23.8 (SD 30.7), and mean weight-for-length percentile was 16.8 (SD 23.4). 88 (63.8%) children had both growth and feeding behaviour concerns. 26 (18.8%) children were born prematurely and 24 (17.4%) were small for gestational age. 57 (41.3%) children had a history of gastro-oesophageal reflux. In 10 (7.2 %) children, a genetic diagnosis was identified. Concurrent developmental delays were described in the gross motor (20.3%), fine motor (8.0%), speech and language (20.3%) and social domains (6.5%). Feeding developmental milestones that were delayed included not-self feeding (17.4%) and a diet inappropriate for age (20.3%). Important factors that were identified in the child’s social environment were: maternal depression (5.1%), CAS involvement (10.1%) and financial problems (7.2 %). Maternal anxiety was reported but difficult to define. In more than half (50.7%) of the children, feeding behaviours of vomiting, gagging and/or crying and arching were described. Parents used force feeding (14.5%) and distractions (47.1%), and reported mealtimes longer than 30 minutes (70.3%). Most commonly used distractions were television (25.4%) and mobile screens (14.5%). CONCLUSION In our academic population of children with FTT, there is a high incidence of concurrent developmental delays, delayed feeding milestones and feeding behaviour problems. Almost half of the parents used distractions and even more parents prolonged mealtimes to make their child eat. These results underscore the importance of a multi-disciplinary team approach to address feeding behaviours and child development in our population of children with FTT.

Of Promise and Penalties: How Student Racial-Cultural Markers Shape Teacher Perceptions.

Scholars document considerable disparities in teacher perceptions of students, yet absent from this literature is an examination of how race, ethnicity, and immigration status intersect to influence teacher ratings. This study extends previous research by examining variation in teachers' ratings of academic ability across four conventional racial/ethnic groups as well as thirteen racialized subgroups. Using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999, we find that black first-graders receive lower ratings in language and literacy, a pattern that holds for both black Americans and black immigrants. In contrast, Asian first-graders receive higher ratings in math; however, this is primarily driven by teachers' much higher ratings of East Asian and Southeast Asian immigrants. These subgroup differences remain even after controlling for a host of background and contextual factors, as well as students' tested ability and academic growth in math and reading. Teacher perceptions of student academic behavior explain lower language and literacy ratings for black Americans and higher math ratings for Southeast Asian immigrants that are present net background and performance, but higher math ratings for East Asian immigrants remain. We conclude by discussing implications of our approach and findings.

Banning Progress: Suspension Bans and Schoolwide Academic Growth

The past decade has seen a burgeoning practical and theoretical interest in reforming how schools manage discipline. A growing number of states and school districts have banned or limited suspensions for all but the most serious offenses. This paper analyzes a natural experiment: the 2013 suspension ban in Los Angeles Unified School District. The ban led to a substantial, 0.2 standard deviation decrease in academic growth among middle schools that had previously issued the banned suspensions. Four subsequent suspension bans – in San Francisco, Pasadena, Oakland, and (grades K-3) all of California – also appear to have harmed academic growth. Education leaders considering a suspension ban should carefully weigh this trade-off; other policy options may decrease suspension rates without harming academic growth.

Pulling Back the Curtain: Revealing the Cumulative Importance of High-Performing, Highly Qualified Teachers on Students’ Educational Outcome

This study examines the relationship between two dominant measures of teacher quality, teacher qualification and teacher effectiveness (measured by value-added modeling), in terms of their influence on students’ short-term academic growth and long-term educational success (measured by bachelor’s degree attainment). As students are exposed to teachers of varying quality over the course of their schooling, this study computes cumulative teacher quality indices that are able to more precisely estimate the impact of teacher quality. Notably, this study found that students who had been taught by a succession of high-performing and qualified teachers tend to have a positive relationship with students’ short- and long-term educational success.

Understanding how service learning pedagogy impacts student learning objectives

ABSTRACTService learning (SL) is gaining popularity in business schools as a way to supplement traditional pedagogies. Research indicates that SL improves particular learning outcomes, but little is known about how this happens. Using Kolb's theory of experiential learning, the authors develop and test a conceptual model that explains how SL activates the four cycles of experiential learning and affects the learning outcomes of academic knowledge, career development, personal growth, and civic responsibility.