Academic Risks Research Articles

The promise and pitfalls of gradeless learning: responses to an alternative approach to grading

ABSTRACT This paper examines an alternative approach to grading at a public university in Singapore. Beginning in 2014, all incoming students were given a ‘grade-free’ period of assessment. This was designed to give new students time to adjust to university life and to inspire students to approach their learning free from the worry of grades. Similar to pass/fail systems elsewhere around the world, this example of what we call ‘gradeless learning’ reflects long-term national aims of reducing society’s emphasis on the letter- and number-based grades and developing a country of lifelong learners. This paper shares student and faculty reaction to the alternative approach to grading, through four surveys conducted during the 18 months following its implementation. Over 3000 responses from students and nearly 500 responses from faculty reveal both groups recognise the potential of gradeless learning to positively impact student learning and well-being, by helping students adjust to university life and encouraging them to take more academic risks without worrying about grades. However, both groups cite problems with gradeless learning, namely poor learning attitudes and behaviours, which arise when grades can no longer be relied on to motivate learning. Faculty members, in particular, feel frustrated by their lack of an active role in this alternative approach to grading, which was designed exclusively to benefit students. This study suggests that the success of gradeless learning anywhere requires the support of faculty partners, who must be integral in developing pedagogical innovations that can help de-emphasise grades as a way to motivate and measure learning.

Students’ social studies-oriented academic risk-taking behaviours and autonomous learning skills

The learning process, defined as behaviour change, does not only involve learning; the individual is also expected to take an active role in this process and an academic risk in uncertain situations. In this study, descriptive survey model was utilised. Participants were secondary school students (11–13 years) from Turkey. ‘Social Studies-Oriented Academic Risk Taking Scale’, ‘Autonomous Learning Scale’ and personal information form were used for data collection tools. Students’ social studiesoriented academic risk taking levels and autonomous learning levels were determined. The results show a moderate-level correlation between autonomous learning skills and academic risk-taking behaviours. The results also indicate that there is a difference in favour of female students, parental attitudes have no effect on autonomous learning and maternal attitude is effective only in the ‘Avoiding Academic Risks’ sub dimension. The students who perceive themselves to be successful take more academic risks and have more efficient autonomous learning skills. Keywords: Academic risk, academic risk-taking behaviour, autonomous learning skills, secondary school students

Using early indicators of academic risk to predict academic skills and socioemotional functioning at age 10.

Early indicators of academic risk were used to predict the academic skills, socioemotional functioning, and receipt of special education services at age 10 among children from low-income families who participated in the Early Head Start Research and Evaluation Project. Pairwise comparison of academic skills and socioemotional functioning among early academic risk indicator groups was used, and logistic regression modeling was used to predict receipt of special education services. Children who received early intervention or early childhood special education services or were suspected of having developmental delays before age 3 or at age 5 scored lower on academic skills and poorer on socioemotional functioning at age 10 than those without academic risk indicators. Children who had only biological risks before age 3 or at age 5 did not differ in academic skills or socioemotional functioning at age 10 compared to children without any academic risk indicators. Generally, children’s academic risk indicators identified later (at age 5) were stronger predictors of poor academic skills and socioemotional functioning at age 10 than were earlier academic risk indicators (before age 3). Only children who received early intervention services before age 3 or early childhood special education services at age 5 were more likely to receive special education services at age 10 than other groups. Early universal screening, monitoring, and continuous provision of appropriate services for children from low-income families and with academic risks are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

The effects of traumatic experiences on academic relationships and expectations in justice-involved children.

Positive school experiences are an important predictor of long-term health and well-being. Developing positive relationships with school personnel and positive academic expectations set the foundation for success. Positive relationships and expectations can be a powerful protective factor or intervention to redirect troubled children toward a more positive path. Unfortunately, children who experience trauma are more prone to academic underachievement and negative school experiences. This link is especially evident and troubling for children-also called justice-involved children (JIC)-in the juvenile justice system. JIC are exposed to more traumatic experiences and have a higher prevalence of academic failure than other children. Despite evidence showing that (1) trauma is harmful to achievement in the general population, (2) JIC have a higher prevalence of trauma, and (3) JIC have a higher prevalence of academic underachievement and failure, only a few studies have examined traumatic experiences and achievement in JIC. The Childhood Trauma Model (CTM) submits that childhood trauma is central to understanding adolescent outcomes. CTM hypothesizes that (H-1) JIC who experience trauma will have more academic risk factors than those who do not, and (H-2) JIC who experience multiple types of trauma will have higher academic risks than those who experience a single type of trauma. The current study tests (1) whether 10 different types of traumatic experiences are individually associated with increased risks for fewer positive adult relationships and lower expectations of graduating from high school among JIC, and (2) whether experiencing multiple types of trauma has a larger impact than experiencing a single type of trauma.

The ‘look-ahead’ professional development model: a professional development model for implementing new curriculum with a focus on instructional strategies

Professional development is an important part of creating a culture of continuous school improvement to maximize student learning. Rarely do we measure the impact of professional development on teacher learning, implementation and student outcomes. This study describes a professional development strategy for elementary teachers to promote curriculum implementation and instructional strategies of student discourse and reasoning in one Connecticut school district. The study also includes assessment of teacher implementation of the strategies and student learning outcomes. Data sources include teacher surveys, classroom observations and student achievement data. Findings indicate that the professional development model was effective in increasing teachers’ understanding and implementation of instructional strategies which promote student discourse and reasoning. Analysis of teacher feedback suggests an improved learning environment for students. Students were more independent, demonstrated their reasoning more frequently and were more willing to take academic risks. However, these effects were not consistently linked to improvement in standardized achievement tests. This study responds to a need identified in the literature for more robust evaluations of professional development that include analysis of teacher implementation and student outcomes. The observation and survey instruments as well as the professional development model itself could be used in other districts.

Emerging Technologies: E-Textbooks, One Piece of the Puzzle

ABSTRACTThe Internet has not only brought about a new technological era, but also seen the introduction of a number of emerging technologies such as e-textbooks. However, the slow acceptance of e-textbooks is an issue of concern. The objective of this study is to investigate students’ perceptions and use of e-textbooks. Data was collected by using a self-completion questionnaire and a focus group discussion. The results showed that the two major obstacles identified in literature in adopting e-textbooks, access to electronic devices and the lack of computer skills, were not an issue of concern in this study. Unfortunately, the results of this study show that although students are positive about e-textbooks, this positive attitude does not necessarily result in high usage. This has real implications for academics, as the challenge will be to encourage students to try out e-textbooks by incorporating this as part of a pedagogical model, whilst providing safeguards against academic risks.

Bridging the Gap between Theory and Practice: Ecological Risk/Resilience Model Contributions to Special Education

The purpose of educational resilience is to understand why some students from adverse environmental backgrounds and communities succeed while others from equally adverse conditions do not. Resilience must not be regarded as an exclusive attribute of students but as the intertwined relationship between children’s abilities and the abilities of individuals within their family, school and social contexts. This proposal of an ecological risk/resilience model in special education is derived from the resilience perspective and is based on Bronfenbrenner’s (1994) ecological model of development, and contributions in the study of resilience (Rutter, 1993). This proposed model lays the foundation for specific assessment/intervention program development focused on altering the way special education students interact with different people and within different contexts, in order to promote resilient behaviors in the actors involved in their academic achievement and adaptation, and educational inclusion. A special emphasis is made on early intervention, when children start schooling and may face academic risks due to their special educational needs. The basis for this model, the dynamics of implementation and the main results are described.

The Relationship Between Cell Phone Use and Academic Performance in a Sample of U.S. College Students

The cell phone is ever-present on college campuses and is frequently used in settings where learning occurs. This study assessed the relationship between cell phone use and actual college grade point average (GPA) after controlling for known predictors. As such, 536 undergraduate students from 82 self-reported majors at a large, public university were sampled. A hierarchical regression ( R2 = .449) demonstrated that cell phone use was significantly ( p < .001) and negatively (β = −.164) related to actual college GPA after controlling for demographic variables, self-efficacy for self-regulated learning, self-efficacy for academic achievement, and actual high school GPA, which were all significant predictors ( p < .05). Thus, after controlling for other established predictors, increased cell phone use was associated with decreased academic performance. Although more research is needed to identify the underlying mechanisms, findings suggest a need to sensitize students and educators about the potential academic risks associated with high-frequency cell phone use.

Effects of Noise Pollution in the Learning Environment on Cognitive Performances

Unwanted background noise in the common learning environments available for students in the Philippines often exceed the maximum level recommended by the World Health Organization (WHO) during teaching or studying sessions. These intense background noises are burdensome for students in many schools and homes across the country. These noises contribute to unhealthy learning environments and subject students to cognitive, academic and professional risks. This descriptive study identified to the relationship between the intensity and sources of noise pollution and the cognitive performances of college students. Results reveal significantly elevated levels of noise pollution in the common learning environments primarily caused by the students themselves and statistical evidence that the student-participants’ cognitive performances are negatively influenced by noise pollution.  Keywords - noise pollution; learning environment; cognitive performance; ill effects; learning abilities; health education.

A holistic review of the medical school admission process: examining correlates of academic underperformance

BackgroundDespite medical school admission committees’ best efforts, a handful of seemingly capable students invariably struggle during their first year of study. Yet, even as entrance criteria continue to broaden beyond cognitive qualifications, attention inevitably reverts back to such factors when seeking to understand these phenomena. Using a host of applicant, admission, and post-admission variables, the purpose of this inductive study, then, was to identify a constellation of student characteristics that, taken collectively, would be predictive of students at-risk of underperforming during the first year of medical school. In it, we hypothesize that a wider range of factors than previously recognized could conceivably play roles in understanding why students experience academic problems early in the medical educational continuum.MethodsThe study sample consisted of the five most recent matriculant cohorts from a large, southeastern medical school (n=537). Independent variables reflected: 1) the personal demographics of applicants (e.g., age, gender); 2) academic criteria (e.g., undergraduate grade point averages [GPA], medical college admission test); 3) selection processes (e.g., entrance track, interview scores, committee votes); and 4) other indicators of personality and professionalism (e.g., Mayer-Salovey-Caruso Emotional Intelligence Test™ emotional intelligence scores, NEO PI-R™ personality profiles, and appearances before the Professional Code Committee [PCC]). The dependent variable, first-year underperformance, was defined as ANY action (repeat, conditionally advance, or dismiss) by the college's Student Progress and Promotions Committee (SPPC) in response to predefined academic criteria. This study protocol was approved by the local medical institutional review board (IRB).ResultsOf the 537 students comprising the study sample, 61 (11.4%) met the specified criterion for academic underperformance. Significantly increased academic risks were identified among students who 1) had lower mean undergraduate science GPAs (OR=0.24, p=0.001); 2) entered medical school via an accelerated BS/MD track (OR=16.15, p=0.002); 3) were 31 years of age or older (OR=14.76, p=0.005); and 4) were non-unanimous admission committee admits (OR=0.53, p=0.042). Two dimensions of the NEO PI-R™ personality inventory, openness (+) and conscientiousness (−), were modestly but significantly correlated with academic underperformance. Only for the latter, however, were mean scores found to differ significantly between academic performers and underperformers. Finally, appearing before the college's PCC (OR=4.21, p=0.056) fell just short of statistical significance.ConclusionsOur review of various correlates across the matriculation process highlights the heterogeneity of factors underlying students’ underperformance during the first year of medical school and challenges medical educators to understand the complexity of predicting who, among admitted matriculants, may be at future academic risk.

Modelling Academic Risks of Students in a Polytechnic System with the Use of Discriminant Analysis

This research work “Modelling Academic risks of students in a Polytechnic System with the Use of Discriminant Analysis”: A case Study of Federal Polytechnic Ilaro, Ogun State, identified students at academic risks i.e. those who are in danger of failing, repeating on probation or being withdrawn due to the level of their academic performance. Several methods exist for student’s identification for academic risks; these include the Bayesian approach, Von Mises (Minimax), Multiple Regression Analysis, etc. For this research work, the method adopted was the discriminant analysis which assist in classifying students into classes of grades i.e. Distinction, upper credit, Lower Credit, Pass and others who are in the risk group, the method was adopted due to its simplicity and its systemic classification of the phenomenon under study.

Technology and Medicine: Academic Dishonesty and Risks to Global Health

Technology has promoted global health. Yet advancing technology has also allowed physicians and trainees to cheat, and inappropriate experimentation with medical technology has resulted in study patient deaths. Further, journal editors have not made significant inroads in employing technology to identify dishonesty. Unfortunately, this continues to be strongly within the culture of the profession. Due to corruption of medicine, global health promotion will be severely retarded by falsified and suspect data that lower-and-middle income countries cannot afford to reproducethemselves and must rely upon for clinical decisionmaking. Further, clinical environments that facilitate dishonesty will result in poorer patient care. In addition, emerging markets rely on research to produce advanced therapeutics such as biosimilars that will be used by developed and developing economies, compounding the potential risks of dishonesty globally. By employing relevant antiplagiarism technology and accessing funding sources for all parties including authors, reviewers, and journal editors; “honesty” accreditation that includes mandated participation by journals; and external audits and whistleblowing of dishonesty, medical culture globally can move toward honesty and take advantage of technological evolution to promote global health.

Nonmarital Fertility, Family Structure, and the Early School Achievement of Young Children From Different Race/Ethnic and Immigration Groups

Working from a life course perspective, this study examined the links between mothers' fertility and relationship statuses and children's early school achievement and how these links varied by race/ethnicity and immigration status. Analyses of nationally representative data from the Early Childhood Longitudinal Study–Kindergarten Cohort revealed that children born to unmarried women scored lower than children of married women on math tests in kindergarten and first grade. This pattern was most attributable to associated differences in family income and parent education, and it was moderated by women's marital and relationship statuses after having their children. Evidence also suggested that the academic risks of some family structure pattern relative to continuously married parents might have been more pronounced for White children.

Risk Profiles of Children Entering Residential Care: A Cluster Analysis

Children in residential care are a heterogeneous population, presenting various combinations of risks. Existing studies on these children suggest high variability across multiple domains (e.g., academics, behavior). Given this heterogeneity, it is important to begin to identify the combinations and patterns of multiple risks, or risk profiles, these children present. The purpose of this study was to evaluate the academic and behavioral risk profiles of children entering residential care. Cluster analysis procedures using academic and behavior variables revealed three distinct profiles of children: Group 1: Average Janes, characterized by average academic skills, no behavior problems, and some demographic risks; Group 2: Academic Risks, characterized by low academics and increased rule-breaking behavior; and finally Group 3: Behavioral Risks, characterized by average academics and elevated behaviors. These preliminary finding are discussed along with limitations, directions for future research, and implications.

The academic status of children and youth in out-of-home care: A review of the literature

This literature review examined the status of the published research on the academic and school functioning behaviors of students in out-of-home care. Twenty-nine studies were identified and evaluated to assess the (a) characteristics of the children and youth studied, (b) academic and school functioning areas evaluated, (c) reports of overall academic performance, and (d) quality of the reported research. Results suggest that overall, children in out in out-of-home care demonstrate several academic risks across placement settings and academic areas. However, despite an increase in attention to the academic functioning of this population, significant limitations in the published literature exist. For example, incomplete reporting of student information, inadequate research on specific academic skill sets, and limited numbers of studies reporting school functioning behavior narrow our understanding of the specific academic strengths and limitations of this population, and further hinder our abilities to develop targeted intervention programs. Study limitations, implications, and recommendations for future research are discussed.

Backstage with the Knowledge Boys and Girls: Goffman and Distributed Agency in an Organic Online Community

An institutionally independent organic online learning community (OOLC) founded and populated by London cabbies-in-training, more commonly known to the world and to themselves as `Knowledge Boys and Girls', is described here. Qualitative discourse analysis of message board transcripts and interviews with members was undertaken in an effort to elucidate benefits that accrue to OOLC members. Goffman's theory of region behaviour is enlisted to explain why frank, collegial and sometimes confessional interactions with peers might take place in such an online venue. This article suggests that through such candid interactions among peers, learners create a back-region that allows participants to compare themselves with one another, cultivate friendships and practise for high-stakes assessments. OOLC members take advantage of the pseudonymity provided by their electronic social space to engage in behaviours that, if they occurred in a front-region, might invite damage to a learner's reputation as a pre-service cabbie. The online community BR becomes a sanctuary of sorts for taking social and academic risks, one where potential adverse consequences are few and benefits are legion.

The Cognitive and Academic Impact Of Sickle Cell Disease

Sickle cell disease (SCD) affects over 30,000 students in the United States. Central nervous system complications are widespread among students with SCD and include stroke, silent cerebral infarction, and cognitive impairment. The effects of these complications may lead to academic failure, limited career options, and for some, total disability. Despite studies describing the significant academic and cognitive impact of sickle cell disease, reports describing interventions are limited. There is a lack of awareness among educators of the academic risks associated with sickle cell disease and a lack of appropriate resource allocation. The school nurse, as community health advocate, will be called upon to bridge the gap among healthcare providers, parents, students, and educators. This article provides a review of both recent and landmark studies describing the cognitive and academic impact of sickle cell disease and discusses the role of the school nurse as an advocate, liaison, and educator.

Viewpoint:

The lack of health insurance has significant deleterious effects on the health of individual patients and creates substantial financial pressure on health care institutions. Despite the historical role of academic medical centers (AMCs) and medical schools in caring for the uninsured, financial shortfalls have increased pressure on these institutions to restrict care of this population. Limiting care of the uninsured, however, conflicts with the ethical foundations of academic medicine and risks further harm to the health of this population. Instead of restricting care, the effects of uninsurance should be mitigated through the joint efforts of medical schools and AMCs by measuring clinical work using work Relative Value Units rather than collections; recognizing faculty who provide care for the uninsured in the promotions process; adjusting billing rates for clinical services according to patients' ability to pay; delivering one standard of care irrespective of insurance status; continuing to evaluate the impact of uninsurance and intervention strategies; providing leadership in measuring and improving the quality of care; ensuring that trainees and the public are familiar with the effects of a lack of health insurance; and assisting safety net providers by providing educational materials pertinent to their respective patient populations and more fully integrating these providers into the academic community. Although all physicians in the private and public sectors should share in the care of the uninsured, academic medicine must remain faithful to its historical role of providing care to the uninsured and should improve the health of the uninsured through a proactive strategy involving advocacy, clinical care, education, and research.

Reducing the Academic Risks of Over-Optimism: The Longitudinal Effects of Attributional Retraining on Cognition and Achievement

Although optimism is generally regarded as a positive dispositional characteristic, unmitigated optimism can be problematic. The adaptiveness of overly optimistic expectations in novel or unfamiliar settings is questionable because individuals have little relevant experience on which to base such expectations. In this four-phase longitudinal study we examined over-optimism in students when making the transition from a familiar academic setting (high school) to a novel academic setting (college). In particular, we focused on the efficacy of attributional retraining (AR), a control-enhancing intervention, to ameliorate the scholastic transition of overly optimistic students in terms of academic-related causal attributions and control perceptions, course grades, and overall GPAs. Results suggest that overly optimistic college students who did not receive the AR intervention increasingly endorsed maladaptive causal explanations for academic performance, and performed at the same level as students with extremely low optimism. Conversely, as expected, over-optimists who received the AR intervention significantly increased in their use of adaptive causal explanations and perceptions of control, in addition to academically outperforming the no-AR/over-optimists. These findings indicate that the potential risks associated with over-optimism may be reduced by pairing optimism with AR to induce adaptive cognitions, thereby facilitating achievement.

Curriculum Influences on Growth in Early Reading Fluency for Students with Academic and Behavioral Risks

This study applied an early screening approach to determine the risk status of children in five urban schools and monitor their patterns of reading growth over 3 years. A majority of students were from culturally diverse and low-SES backgrounds.Two validated instruments were used for determining (a) academic risk (the Dynamic Indicators of Basic Early Literacy Skills [DIBELS]; Good et al., 1998) and (b) behavioral risk ( Systematic Screening for Behavior Disorders [SSBD]; Walker & Severson, 1992, or Early Screening Project; Walker, Severson, & Feil, 1995). DIBELS data for 383 students were used to determine the characteristics and effectiveness of reading curriculum reforms for students in kindergarten through second grade. Results indicated that students with a single risk factor (academic or behavioral) progressed more slowly than the general population in the participating schools.The students with behavioral risks, however, made better progress, becoming more fluent readers than the students with academic risks. Students with both academic and behavioral risks made the least progress. The Reading Mastery curriculum (Reading Mastery, 1995) produced better growth in reading fluency than did Success for All (Success for All, 1999) or the literature-based curriculum. It also produced better growth for students with academic, behavioral, or both risk factors.The Success for All curriculum produced less growth compared to the Reading Mastery curriculum but was superior to the literature-based curriculum. Implications are discussed.