Student Failure Research Articles

Validation of cognitive models for subtraction of time involving years and centuries

Years and Centuries are the measurement units used to quantify a longer time duration, while subtraction is the operation required to determine the duration based on two given time points. However, subtraction of time is a difficult skill to be mastered by many elementary students. To identify the root cause of the student's failure in performing subtraction involving the unit of time, we developed and validated the three cognitive models related to this skill by conducting a descriptive study which involved 119 Grade Five students from three Malaysian elementary schools. The cognitive diagnostic assessment developed based on the three cognitive models was used to elicit the participants' responses. Then, Attribute Hierarchy Method and Classical Test Theory were employed to analyse the data. The findings indicated that the hierarchical structures of all cognitive models are supported by the student's responses. The three student-based cognitive models were also highly consistent with the corresponding expert-based cognitive models. The cognitive models developed could guide diagnostic assessment development and diagnostic inference making.

Effectiveness of a Cognitive-Behavioral Therapy Program on Reducing Psychological Stress and Improving Achievement Motivation among University Students

Psychological stress is a feature of human life. Some people feel more stressed than others. Therefore, the mental state of university students is one of the most important indicators that define the results or consequences of stress. A person has a certain ability to withstand stress. If she/he could not afford, new behavioral patterns emerge, resulting in further stress and problems. Thus, the student's failure to resolve problems causes ongoing emotional conflicts that affect energy and reduce achievement motivation. The present study aimed to identify the effectiveness of a cognitive-behavioral therapy program on reducing psychological stress and improve achievement motivation among university students. It adopted the quasi-experimental method and covered a sample of (50) students distributed randomly to an experimental group of (25) students and a control group of (25) students. Results revealed differences in the arithmetic means of the students' responses to the scales of psychological stress and achievement motivation in favor of the post-test and the experimental group. The study recommended adopting the cognitive-behavioral therapy program to reduce stress and improve achievement motivation of university students.

Using a Diagnostic OSCE to Discern Deficit From Disability in Struggling Students.

When medical students with disabilities fail, identifying the underlying cause is challenging. Faculty unfamiliar with disability-related barriers or accommodations may falsely attribute academic struggles to disability. Fear of legal action may prompt inappropriate promotion of students with disabilities who are struggling to meet competencies. Therefore, a clear understanding of the origin of difficulty is critical to determining an appropriate response to the student's failure, including revision of accommodations, academic remediation, probation, and dismissal. A large Midwestern medical college created an innovative approach to differentiate between disability-related barriers and academic deficits by creating a diagnostic objective structured clinical examination (OSCE). The goal of this OSCE was to determine the need for additional or refined accommodations versus clinical remediation, and to guide future decision making about a student on academic probation. Using 3 simulated cases that drew on a cross section of clinical knowledge, a team of clinical and disability specialists observed a disabled student to determine the origin of that student's difficulties in a clinical rotation. Using the diagnostic OSCE, the team quickly identified clinical reasoning and fund of knowledge deficits, and need for further accommodations. As a result, the team was able to remediate the clinical deficits, augment the current accommodations in vivo, and determine the potential impact on performance. The team approach was documented and facilitated the legally required interactive process for determining additional barriers, efficacy of existing accommodations, and need for additional reasonable accommodations. All parties reported a positive experience. The collective knowledge and expertise of the team helped confirm the origin of the deficit: a fundamental lack of knowledge and reasoning skills versus a disability-related barrier. The next step is to formalize this process to ensure appropriate evaluation of students with disabilities.

Dealing with the aftermath of student failure: Strategies for nurse educators.

Although nurse educators may prefer to avert student failure, they need to handle the situation competently when failure occurs. Thus, faculty should know how to inform the student and administration of course failure, process their own emotions, and learn from the experience. However, many nurse educators lack confidence in dealing with the consequences of assigning a failing grade. This manuscript aims to provide foundational knowledge on managing student failure after it happens. Planning the timing, setting, and conversation can ease this challenging process. Despite faculty attempts to present the information compassionately, students may react aggressively. Consequently, faculty should develop a strategy to maintain safety. In addition, faculty may find it daunting to notify administrators of a student's failure, but preparing objective data based on missed course outcomes can promote administrator support of the decision. This factual rationale for the course failure also assists the faculty during a potential student appeal. Following the initial conversations with the student and administration, faculty should plan a time of respite to recover from the conflicting emotions that typically results from assigning a failing grade. Additionally, individual reflection and discussion with a mentor will help the educator to process the experience and grow professionally.

OCR: Student's failure to request caused delay in provision of aids

Case name: Letter to: Fordham University, No. 02‐17‐2038 (OCR 05/11/17).

Student's failure to follow procedures doomed discrimination complaint

Case name: Letter to: George Mason University, No. 11‐18‐2040 (OCR 05/02/18).

Student's failure to follow procedures doomed discrimination complaint

Case name: Letter to: George Mason University, No. 11‐18‐2040 (OCR 05/02/18).

Student's failure to follow procedures doomed discrimination complaint

Case name: Letter to: George Mason University, No. 11‐18‐2040 (OCR 05/02/18).

OCR: Student's failure to request caused delay in provision of aids

Case name: Letter to: Fordham University, No. 02‐17‐2038 (OCR 05/11/17).

OCR: Student's failure to request caused delay in provision of aids

Case name: Letter to: Fordham University, No. 02‐17‐2038 (OCR 05/11/17).

OCR: Student's failure to request caused delay in provision of aids

Case name: Letter to: Fordham University, No. 02‐17‐2038 (OCR 05/11/17).

A review of this month's lawsuits and rulings

Accommodations: Student's failure to fully inform kills her suit Adult Learner: Former student's claim dismissed Dismissal: Court's deference dooms former student's suit Student Affairs: Former student's suit allowed to proceed

Student's failure to fully inform ends her lawsuit

Case name: Crutchfield v. State of Tennessee, No. M2015‐01199 (Tenn. Ct. App. 04/18/16).

A review of this month's OCR letters

Academic Adjustments: New procedures for requests resolve student's complaint Discrimination: Revised admissions policies resolve age, disability discrimination complaints Disability: Student's failure to follow procedure at fault for missing accommodations Accommodations: Training on aids, adjustments resolves discrimination complaint

Comparison of the Self-Concepts, Social Skills, Problem Behaviors, and Loneliness Levels of Students with Special Needs in Inclusive Classrooms

The principle of teaching students with special educational needs (SEN) in least restrictive environments (LRE) and necessity of legal arrangements regarding this issue have been commonly accepted and are supported in field of special education (Taylor, 1988). However, considerable debate remains regarding interpretation and implementation of LRE principle into practice (McLeskey, Landers, Williamson, & Hoppey, 2010). Recently, inclusive education has been considered as an opportunity for SEN students to become a part of a peer-group, form positive social relationships and friendships, and develop and learn, rather than integrating these students into general education classrooms (Odom, Buysse, & Soukakou, 2011). In this context, main goal of inclusive education is to create socially supportive and developmentally appropriate learning environments for SEN students (Odom, 2000). The legal ground for inclusion practices was established in Western countries in 1970s and in Turkey in 1983. Since then, several studies have examined effectiveness of inclusive education on academic achievement and focused on several indicators of socio-emotional and behavioral functioning such as self-concept, social skills, peer relationships, social status, and problem behaviors of SEN students. A number of studies have reported that inclusive education yielded positive outcomes for SEN students in terms of communication skills, social skills, and behavior (For a review, see Katz & Mirenda, 2002; see also Rafferty, Piscitelli, & Boettcher, 2003). However, other studies have indicated that inclusive education was not effective in obtaining positive outcomes for SEN students (Freeman & Alkin, 2000; Gresham & McMillian, 1997). In their review article, Gresham and MacMillan (1997) stated that students with learning disabilities, mild intellectual disabilities, behavioral problems, and attention-deficit/ hyperactivity disorders had peer-related difficulties, social skills deficits, more problem behaviors, and less peer-acceptance or more rejection compared to typically developing students. They also highlighted that findings regarding self-concepts of SEN students were contradictory.Some studies have reported that self-concept of SEN students in inclusive classrooms did not differ significantly from those of typically developing children (Arnold & Chapman, 1992; Koster, Fiji, Nakken, & Van Houten, 2010), whereas other studies have indicated that SEN students had lower self-concept (Cambra & Silvestre, 2003; Schmidt & Cagran, 2008; Valas, 1999). Rosenberg (1979) defined self-concept as the totality of individuals thoughts and feelings with reference to himself as an object (p. 7). The development of self-concept begins in family context and this process accelerates during school years and is shaped through interpersonal interactions (Bilgin & Kartal, 2002). The attitudes and behaviors of family and peers affect development of child's self-concept to a great extent (Bolger, Patterson, & Kupersmidt, 1998). Social comparison with other students in same setting may also affect children's sense of self as well as their awareness of opinions and appraisals about them by other significant individuals (Allodi, 2000). Festinger (1954) reported that individuals take others whose skills or attitudes are similar to them into account as criterion for social comparisons (as cited in Coleman, 1983). It has also been argued that SEN students in segregated settings may have more positive self-concept since such settings offer a social comparison group composed of similar peers in terms of academic skills. Moreover, these settings can decrease student's failures by assigning appropriate academic tasks and providing special educational support (Ribner, 1978). Chapman (1988) reviewed studies that investigated effects of placement settings (general education vs. …

Table of Contents

Abstract Cover Story Low‐cost program focuses on competencies, not traditional courses ‘Disruptive’ model puts 2‐year degree within reach for low‐income workers Learn what makes program so unique Permission to experiment essential to program's creation Briefing Troy creates center for military students College awards credit for MOOCS Adult learner wins pregnancy bias case Transitions Help ensure safety of students in evening classes What Would You Do? Online adjunct retention issues need to be addressed Policies & Procedures Do your course retake policies benefit adult students? More than half of institutions allow retakes after students graduate Benchmark your grade‐forgiveness policy Faculty Development Make faculty development a focus of your integrated planning Remember these key points to improve faculty development Managing Your Office Learn ‘soft leadership’ style to lead your unit, achieve goals Help staff members feel more important Lawsuits & Rulings DISABILITY Despite adult student's failure to notify of disability, court green lights his discrimination claim IMMUNITY State law shields center from liability for disability discrimination Leaders & Innovators JOHN G. LABRIE, DEAN, COLLEGE OF PROFESSIONAL STUDIES, NORTHEASTERN UNIVERSITY Experiences as adult learner shaped administrator's career

Scaffolding student learning: A micro-analysis of teacher–student interaction

Abstract Teacher scaffolding and more specifically, support that is adapted to or contingent upon a student's understanding, is considered effective in promoting student learning. Increasing control upon a student's failures, decreasing control upon a student's successes and keeping the degree of control the same in the case of partial student understanding are considered contingent support which provides an appropriate level of challenge. However, these theoretical premises have not yet been tested in classroom situations. The main goal of this study was to investigate different patterns of contingency and to explore how contingency affects student learning. Twenty-two pre-vocational teachers' lessons were analysed regarding contingency and student learning, using micro-analysis. The results show that: (1) if the initial student understanding is poor, contingent support results in increased student understanding, and (2) teachers seldom underestimated students' understanding but often overestimated students' understanding. Contingent support can be effective and future research should focus on facilitating teachers in learning how to correctly diagnose students' understanding.

The role of affect in learning Real Analysis: a case study

This paper presents a description of the interaction between one student's emotional states and mathematical learning during an introductory Real Analysis course. This case study illustrates the important influence affect can have on a student's success or failure in learning Real Analysis. In particular, it shows how frustration and anxiety led the observed student to place more emphasis on rote learning strategies and avoid engaging in the course material. The case study also describes how the student's small gains in her understanding provided her with feelings of pleasure and encouragement, which in turn motivated her to seek out opportunities to study the material further.

Assistive Technology: Unequal Access in Postsecondary Education

As postsecondary institutions race to bring academia up to speed on the information highway, students with disabilities discover that electronic architects are building an environment with minimal, if any, curb cuts. Identifying physical access issues for a building is at times obvious, but seeing compliance in the world of the web is difficult, if not impossible when one is not cognizant of the issues. With a student's academic success or failure hanging on equal electronic access, it is imperative that institutions facilitate electronic access by understanding and implementing necessary electronic architectural modifications. At conclusion of this article, suggestions for addressing these barriers across postsecondary institutions are presented.

Children's construction of mathematical knowledge in solving novel isomorphic problems in concrete and written form

The focus of this article is children's construction and analogical transfer of mathematical knowledge during novel problem solving, as reflected in their strategies for dealing with isomorphic combinatorial problems presented in “hands-on” and written form. Case studies of low- and high-achieving 9-year-olds in school mathematics serve to illustrate a general progression through three identified stages of strategy construction. The important role of domain-general strategies in this development is highlighted. Included in the study's findings is the fact that achievement level in school mathematics does not predict children's attainment of the third stage, as is evidenced by the low-achieving student's construction of sophisticated combinatorial knowledge and the high-achieving student's failure to do so. Children's ability to recognize structural correspondence between the two isomorphic problem sets and the extent to which this facilitates problem solution are also reported.