Differences In School Achievement Research Articles

Influence of maternal distress during pregnancy on postnatal development.

Children of women whose applications for legal abortion in 1960 had been refused were compared with the next same-sexed children born in the same delivery wards, whose mothers were of similar age, parity and social class. The postnatal somatic and psychosocial development in 90 pairs thus matched was followed up to 15 years of age using school grades, the school health card and the register of the social welfare authorities. The initially unwanted children had a more insecure childhood with more cases of divorce. They performed worse at school and displayed more psychosomatic symptoms, they were more often registered with the social welfare authorities and in need of psychiatric treatment. When the 48 pairs that were formally equivalent as to having lived with their biological parents were compared the difference in school achievement remained. The result may be seen as support of the hypothesis of a negative prenatal influence.

Sources of Difference in School Achievement. Alan Brimer , George F. Madaus , Bernard Chapman , Thomas Kellaghan , Robert Wood

Previous articleNext article No AccessBook ReviewsSources of Difference in School Achievement. Alan Brimer , George F. Madaus , Bernard Chapman , Thomas Kellaghan , Robert Wood Jeremy D. FinnJeremy D. Finn Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 24, Number 3Oct., 1980 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446169 Views: 1Total views on this site Copyright 1980 The Comparative and International Education SocietyPDF download Crossref reports no articles citing this article.

Follow-Up Study of Children Born from Unwanted Pregnancies

220 children born in Prague in 1961-63 when their mothers applied twice and were refused twice an interruption of this pregnancy were matched to children born from accepted pregnancies. The findings at the children's ninth year of age revealed some important differences in the disfavour of 'unwanted children'. Both groups have been examined after a further six years. Differences in school achievement and in ratings of child's personality are more pronounced now than before. In Schludermann's CRPBI, unwanted children score significantly lower in 'mother's positive interest' and in 'directivity'. The period of adolescence seems to enhance the social risk of children once born from unwanted pregnancies.

Television, background characteristics and learning in El Salvador's educational reform

In the US, differences in school achievement between rich and poor, between suburban child and ghetto child, have not been significantly altered by increased investment in the schools of the disadvantaged. Rather, schooling has tended to widen gaps between rich and poor, or so the research seems to say (Coleman, 1966; Mosteller and Moynihan, 1972). While schooling obviously affects learning, such variations in schooling expendi tures as exist do not. In contrast, in El Salvador, one innovation, an educational reform including instructional television, has had a significant incremental impact on learning. In 1969, with some help from the US Agency for International Development and other outside organizations, the El Salvador Ministry of Education launched a major educational reform. It included, for the seventh, eight and ninth grades, curriculum reform, new student and teacher printed materials, bureaucratic reorganization, teacher retraining and television. Each classroom received from three to five 20 minute weekly broad casts in each of the five basic subjects. Student workbooks provided comple mentary text and exercises. Each teacher, many of whom were upgraded from primary school jobs, had been retrained for up to nine months in a subject specialty, pedagogical technique and utilization of television. Simultaneously, the newly reformed Third Cycle (as grades seven to nine are called in El Salvador) opened its doors to many more students. Free tuition, double sessions and a higher student/teacher ratio permitted a tripling of enrollment in the public schools. While some critics have questioned the direction of the reform, and others the adequacy of changes in some components, there can be little

Scottish Regional and Sex Differences in School Achievement and Entry to Further Education

Regional variations in educational achievement and access in Scotland are investigated. Overall, rural youth suffer by comparison with urban pupils. Yet analysis of the regional differentials by sex and social class reveals that girls from country districts equal or surpass the urban as well as national average in school achievement and in rates of entry to further education. These findings suggest that factors associated with the economic and social structure of region of upbringing influence educational achievement.

A Study of School Achievement among Adolescent Children with Working and Nonworking Mothers

AbstractThis study sought to determine if there was a difference in school achievement among 312 ninth-grade pupils that were categorized according to their mothers’ work history. Differences in ability among the children were controlled by holding IQ constant by using analysis of covariance-multiple classification. The findings revealed that 1) there was no significant difference in school achievement among the children whose mothers worked full-time, part-time or not at all; 2) boys and girls did not differ in school achievement among the three maternal employment groups.

Sex Differences in School Achievement

Previous article No AccessSex Differences in School AchievementBartell W. CardonBartell W. Cardon Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 68, Number 8May, 1968 Article DOIhttps://doi.org/10.1086/460469 Views: 7Total views on this site Citations: 4Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Christopher John Greig Boy‐only classrooms: gender reform in Windsor, Ontario 1966–1972, Educational Review 63, no.22 (May 2011): 127–141.https://doi.org/10.1080/00131911.2010.518756Orit Lahav, Alan Apter, Navah Ratzon A comparison of the effects of directive visuomotor intervention versus nondirective supportive intervention in kindergarten and elementary school children, Journal of Neural Transmission 115, no.88 (Jul 2008): 1231–1239.https://doi.org/10.1007/s00702-008-0086-8John Touliatos, Byron W. Lindholm, Amy Rich Influence of Family Background on Scholastic Achievement, The Journal of Experimental Education 46, no.33 (Jan 2015): 22–27.https://doi.org/10.1080/00220973.1978.11011627Eleanor Price, Robert Rosemier Some Cognitive and Affective Outcomes of Same-Sex versus Coeducational Grouping in First Grade, The Journal of Experimental Education 40, no.44 (Jan 2015): 70–77.https://doi.org/10.1080/00220973.1972.11011356

Comparative Study of Sex Differences in School Achievement of White and Negro Children

The assumption that boys and girls are equally able to do school work has, in general, been proven correct. Proven also is the fact that there are numerous traits in which reliable differences appear between sexes. Those who have attempted to account for this difference point out .the influence of different interests, attitudes, habits, and general behavior tendencies. Most of the data on the subject tends to support the growing tendency to look for sex differences in specific traits or separate abilities rather than in gen eral performance. One specific trait, academic achievement, is believed to be worthy of notice by many scientists.

Sex Differences in School Achievement Among Spanish-American and Anglo-American Children

Sex Differences in School Achievement Among Spanish-American and Anglo-American Children