Student Productivity Research Articles

What makes a productive Ph.D. student?

This paper investigates how the social environment to which a Ph.D. student is exposed during her training relates to her scientific productivity. We investigate how supervisor and peers' characteristics are associated with the student's publication quantity, quality, and co-authorship network size. Unique to our study, we cover the entire Ph.D. student population of a European country for all the STEM fields analyzing 77,143 students who graduated in France between 2000 and 2014. We find that having a productive, mid-career, low-experienced, female supervisor who benefits from a national grant is positively associated with the student's productivity. Furthermore, we find that having few productive freshman peers and at least one female peer is positively associated with the student's productivity. Interestingly, we find heterogeneity in our results when breaking down the student population by field of research.

A Proposed Architecture of an Intelligent System for Assessing the Student’s UML Class Diagram

Today educational technology and computer applications can enhance the level of impact of the educational process, currently a heavy research has more and more interested in computing technologies and applications. This work presents a proposed architecture of an intelligent system for the automated assessment of student's production when modeling an UML class diagram from textual specification, this assessment becomes really difficult in problem of diagrammatic answers. The main objective is to develop a system to assess the UML class diagrams by defining differences, errors made by the students, grading them and providing critical feedbacks, and this could be easier for any teachers to assess any number of students. To achieve this goal we have to analyze, transform and compare the student’s diagram with the reference’s production provided by teacher.

SEVERITY OF IRRITABLE BOWEL SYNDROME SYMPTOMS AND FODMAPS INTAKE IN UNIVERSITY STUDENTS.

Irritable bowel syndrome (IBS) symptoms such as diarrhea, bloating and abdominal pain can reduce University student's productivity and learning ability. One of the possible treatments for IBS is the temporarily exclusion of foods that have a high content of short-chain fermentable carbohydrates, the fermentable, oligosaccharides, disaccharides, monosaccharides and polyols (FODMAPs). This study aimed to assess University student's intake of foods that are rich in FODMAPs, looking for possible associations with the severity of IBS symptoms. A cross-sectional study was carried out, with undergraduate students from a private University in the city of São Paulo, Brazil, aged between 19 and 46 years old and that were enrolled in different courses and stages. Students were invited to participate and those who gave their formal consent were included in this research. A sociodemographic and lifestyle questionnaire was applied, in addition to the Gastrointestinal Symptom Rating Scale - GSRS. Students also responded a short Food Frequency Questionnaire, developed to investigate habitual FODMAPs intake of Brazilian adult population. Spearman's correlation analysis between the student's GSRS scores and the frequency of foods rich in FODMAPs intake were performed in SPSS v.21. Fifty-six students were interviewed, with mean age of 21.4 years old (SD=4.41), with a predominance of women (76.8%). The GSRS results showed that 58.9% of students felt minimal to moderate abdominal discomfort and 14.3% had moderately severe to very severe abdominal pain during the prior week to the interview. Besides abdominal pain, the gastrointestinal symptoms that were most reported by students were flatulence (98.2%), stomach rumbling (89.3%) and eructations (85.7%). Greater symptom severity was observed in women (P=0.004) and sedentary students (P=0.003). Regarding FODMAPs consumption, honey (P=0.04), chocolate (P=0.03) and milk table cream (P=0.001) intakes were positively correlated with the greater severity of symptoms. Although clinical diagnosis is necessary to establish IBS, 73.2% of the students presented minimal to very severe abdominal pain during the prior week. Female had sedentary students had greater severity of gastrointestinal symptoms. A low FODMAP diet, well oriented, could bring some symptoms relief to these University students.

New method for summative evaluation of UML class diagrams based on graph similarities

This paper deals with the problem of the evaluation of the student's productions during the construction of a UML class diagram from textual speciations, which can be a tedious task for teachers. The main objective is to propose a method of summative and semi-automatic evaluation of the class diagrams produced by the students, in order to provide an educational reaction on the learning process, and to reduce the evaluation work for the teachers. To achieve this objective, we must analyze these productions and study the transformation, matching, similarity measurement and comparison of several UML graphs. From this study, we adopted a method based on the comparison and matching of the components of several UML diagrams. This proposal is applied to evaluate UML class diagrams and focuses on the structural and semantic aspects of the UML graph produced by students compared to several solutions proposed by the teacher.

The impact of nature and outdoor learning on students

The human innate tendency to interact with the natural environment has been proven by psychologists. This interaction should be placed in educational environments (schools). Unfortunately, interaction with nature is not considered in schools today, and the schoolyard, a place where students can interact with open space and nature, is designed to be completely separated from the classrooms. That means the schoolyard and the classrooms should be designed in harmony with each other. Students spend a majority of their educational period in classrooms, so to create diversity and increase student's productivity, it is necessary to combine outdoor natural spaces with indoor educational areas. So, the schoolyard plays a complementary role to the classroom. Additionally, the natural environment can be considered as another educational setting option. The major goal of this review paper is analyzing the impact of the school's outdoor and natural spaces on enhancing students' learning abilities. Accordingly, first, the landscape architecture theories related to individuals and the natural environment, the importance of nature in learning spaces, and its impacts on students are presented. Then, the outcome of designing learning spaces in combination with outdoor spaces is displayed. Finally, the results can provide guidelines to education stakeholders, designers, and policymakers focused on creating more encouraging environments for students’ learning.

The Importance of Speech-Language Pathologists' Explicit Knowledge of Morphology

Purpose Speech-language pathologists (SLPs) work with students with specific language impairment and specific learning disorder who are known to have deficits in morphological knowledge and morphological awareness. Thus, it is important that SLPs have explicit knowledge of morphology to classify, elicit, and correct morphological errors to improve these students' morphological knowledge and morphological awareness. The purposes of this clinical focus article are to summarize current evidence about SLPs and other educators' explicit knowledge of language, to identify information that supports explicit knowledge of morphology, and to illustrate the use of explicit knowledge of morphology with a hypothetical case study. Method A case-based demonstration of an SLP's use of his/her explicit knowledge of morphology to analyze a fourth-grade student's production of derivational morphemes in a spoken language sample and on a sentence completion task is presented. Results and Conclusion The SLP's morphological analyses and summarization of the analyses are presented.

CICLO DE APRENDIZAGEM E A PRODUÇÃO DE NOTÍCIAS JORNALÍSTICAS EM UM CONTEXTO ESCOLAR

Este artigo fundamenta-se teoricamente à Linguística Sistêmico-funcional de Halliday (2014) e à Pedagogia de Gêneros (Martin; Rose, 2008, 2012) e tem como objetivo apresentar a implementação do Ciclo de Aprendizagem com alunos do sexto ano do Ensino Fundamental em uma escola da rede pública. Buscou-se, dessa forma, evidenciar possíveis formas de aprendizagem explícita do gênero notícias, bem como a escrita autônoma de textos. A metodologia aplicada é estabelecida pelo Ciclo de Aprendizagem com alunos que frequentam o turno inverso para um projeto de letramento, oferecido por uma professora da rede municipal. Apresenta-se a análise da produção de um aluno e discute-se a influência da implementação do Ciclo no letramento dos alunos envolvidos.
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Assessing Expository Discourse Abilities Across Elementary, Middle, and High School

For academic success, it is increasingly important that students of all ages can produce and comprehend expository discourse. This article provides guidance to clinicians and educators on using language sample analysis (LSA) to assess the expository language abilities of students across grades. Focusing on microstructural and macrostructural characteristics and comparing with grade-level standards, clinicians can use LSA to assess a student's production and comprehension of academic language and to guide intervention planning. Example discourse samples are included, along with a brief discussion of how the LSA results for these samples can be used for intervention planning. Using curriculum-based materials, LSA in expository contexts can lead to improved identification of students who struggle with the complex language of the classroom. Educator–clinician collaboration to identify and address these struggles can lead to improved student success at school and beyond.

What's new?: A usage-based classroom study of linguistic routines and creativity in L2 learning

Investigating the linguistic repertoire of a classroom learner of English, this paper builds on an explorative methodology of tracing L2 development. The paper draws on longitudinal interactional classroom data, and the methodology is inspired by the traceback procedure from child language research (e.g., Lieven et al. 2009; Vogt and Lieven 2010). These studies showed, by way of tracing children's actual utterances backwards in development, that the children's emerging repertoires consisted of formulas and utterance schemas, and that only a few basic syntactic operations accounted for early syntactic creativity. Applying this traceback procedure to my L2 data reveals that L2 learning is also rooted in recycled formulas and utterance schemas, and that the syntactic operations identified by Lieven and colleagues, especially substitution of semantically similar items in open slots, also apply to adult L2 learning. Recycled formulas and novel utterances based on utterance schemas and brought about by substitution account for more than 85% of my focal student's production – a result which mirrors the findings for L1 in the work of Lieven and colleagues.

Synthesis-based speech training system and method

This invention includes a speech training system that allows a student to enter any utterance to be learned and have the articulatory model movements required to produce the utterance displayed on a CRT screen. The system accepts a typed utterance, breaking it down into a set of speech units which could be phonemes or syllables and the onset and offset of the speech units. The set of speech units is sent to a synthesizer, which produces a set of parameters indicating the acoustic characteristics of the utterance. The acoustic parameters are converted into articulatory parameters emphasizing the frequency and nasality required to produce the typed utterance. The speech units and onset and offset of each are used to generate tongue-palate contact patterns required to produce the typed utterance. The articulatory parameters are displayed on the CRT screen. The acoustic parameters are also sent to a formant synthesizer which converts the parameters into speech output. The system measures a student's production and then evaluates the student's production against the parameters of the typed utterance for its similarity. Feedback on the similarity is displayed on the CRT screen.

A Teacher's Views on Classroom Assessment

Mathematics Instruction is assuming a new direction that includes a new perspective on assessment. Instruction and assessment cannot be separated, since what is assessed conveys to students what is important, and how that learning is assessed must be congruent to the method and emphasis of instruction. Much of formal mathematics evaluation and grading relies on assessing a student's product, such as a paper-and-pencil test or homework. Informally, teachers assess students' processes just as much as, or more than, their products. When the process and product aspects are combined, mathematics evaluation might be described as perfonnance assessment, in which the teacher observes a student carrying out a process and evaluates the student's performance as well as the product. If the majority of mathematics evaluation is asswned to be a type of performance assessment, the challenge becomes to establish performance criteria including the specific behaviors, products, and qualities of a student's work.

Changes on creativity scales following continuing education courses

Some educational courses for adults are concerned with developing general cognitive skills and flexibility, rather than specific concepts and competencies. Examples of such courses are those involving the encouragement of creativity, flexible and clear thinking, and efficient reading. These cognitive development courses are difficult to evaluate; for it is not immediately clear whether adult students learn anything from the novel activities experienced in them. It is necessary to examine learning of this kind using appropriate psychological tests, so as to assess student's thinking in terms of its creativity and complexity. A study was undertaken of six adult education courses, including in particular four creativity‐training courses, with two other university groups serving as controls. With the adult education groups, several significant improvements in test results were gained following the six‐week courses, involving the student's production of ideas, preference for complex stimuli, and creative independence. Consequently, creativity‐training and similar courses for general cognitive development are recommended for inclusion in both professional and lay adult‐education courses.

CONTINGENCY CONTRACTING WITH DISADVANTAGED YOUTHS: IMPROVING CLASSROOM PERFORMANCE

This study evaluated the effects of a student-teacher contracting procedure on adolescent students' academic productivity. Participants were 13 youths enrolled in a vocational training program for disadvantaged youth and their classroom teacher. During the baseline conditions students were paid contingent on attendance alone, the system operating in the program prior to this research. During contracting conditions students were paid contingent on contract fulfillment of academic productivity goals set by mutual agreement between the student and teacher. Contracting and contingent pay procedures were developed with, and implemented by, the classroom teacher. A reversal experimental design showed that student's productivity more than doubled during contracting conditions as compared with their productivity during baseline.