School Underachievement Research Articles

규칙적인 유산소 운동이 비만 학습부진 학생의 뇌파 활성화 및 뇌신경성장인자에 미치는 영향

The purpose of this study was to investigate effects of regular aerobic exercise on brain wave activation and brain-derived neurotrophic factor in obese school underachievers. Subjects were classified into the control(n=10) and the exercise group(n=10) for students understand the purpose and wishes to participate in the study itself. Aerobic exercise was performed to HRR 80% for 60 minutes. Subjects were measured physical fitness, body composition and V·O₂ max test. Blood was analyzed cognitive relevant factors and lipid profiles. In addition the brain function index was measured by brain waves. As a result, body composition and physical fitness is not significant statistical, However anti-stress index(left, right) was increased significantly and regular exercise significantly increased of IGF-1 and BDNF levels. Therefore, reduced physical activity and increased stress is expressed by an imbalance of food intake. This is believed to have a positive impact on brain activity by increase anti-stress factors of obese poor school performance.

Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families.

At least half of the well-documented achievement gap for low-income Black children is already present in kindergarten, due in part to limited opportunities for acquiring foundational skills necessary for school success. There is some evidence that low-income minority children from immigrant families have more positive outcomes than their non-immigrant counterparts, although little is known about how the immigrant paradox may manifest in young children. This study examines foundational school readiness skills (academic and social-emotional learning) at entry into pre-kindergarten (pre-k) and achievement in kindergarten and second grade among Black children from low-income immigrant and non-immigrant families (N = 299). Immigrant and non-immigrant children entered pre-k with comparable readiness scores; in both groups, reading scores decreased significantly from kindergarten to second grade and math scores decreased significantly for non-immigrant children and marginally for immigrant children. Regardless of immigrant status, pre-k school readiness and pre-k classroom quality were associated with elementary school achievement. However, declines in achievement scores were not as steep for immigrant children and several predictive associations were moderated by immigrant status, such that among those with lower pre-k school readiness or in lower quality classrooms, immigrant children had higher achievement test scores than children from non-immigrant families. Findings suggest that immigrant status provides young Black students with some protection against individual- and classroom-level risk factors for early underachievement in elementary school.

Impact of Religious Education and Religiosity on Adolescent Alcohol Use and Risk-Taking Behavior

Alcohol use and risk-taking behavior among 345 male adolescents from three Israeli secular (n = 168) and three religious (n = 177) high schools were studied from 2009 to 2013. Findings show the positive impact religious education and religiosity have on minimizing alcohol use, binge drinking, school underachievement, violence, weapons possession, and driving behavior. These results should be considered by school, social service, and health care personnel addressing the needs of young people, especially those in danger of school failure, drop out, and risk-taking behavior.

Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes.

It is common that intellectually gifted children (IQ ≥ 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony - a heterogeneous developmental pattern reflected in a significant verbal-performance discrepancy (SVPD) on Wechsler's intelligence profile - are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n = 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n = 12). Compared to those with a homogenous Wechsler profile, children with a SVPD exhibited: 1) a decreased prevalence of social preoccupation-anxiety (11.1% versus 27.4%; p < 0.05); 2) an increased prevalence of emotional dysregulation (58.7% versus 41.3%; p < 0.05); and 3) an increased prevalence of pathological cognitive disharmony on Piaget-like tasks (87.5% versus 0.0%; p < 0.05). The results support a clinical dichotomy of behaviourally-impaired children with intellectual giftedness, with developmentally asynchronous ones exhibiting more severe psychopathological features. This suggests that developmental asynchrony matters when examining emotional and behavioural problems in gifted children and call for further investigation of this profile.

A Narrative inquiry on School Sports Club Activity of Underachieved a Male Middle School student

이 내러티브 연구의 목적은 학습부진을 겪고 있는 남중생의 학교 야구스포츠클럽 활동 경험을 기술하고 그 과정에 내포되어 있는 교육적 의미를 탐색하는데 있다. 이 연구는 내러티브 연구방법을 사용하였고 연구참여자는 유목적 표집 중 결정적 사례 표집법에 의해서 선정되었다. 이 연구사례는 학습부진을 겪으면서 중학교 생활을 하고 있는 연구참여자가 야구클럽의 선수로 활동하면서 한 인간으로 성장해가는 이야기이다. 자료는 인터뷰 자료를 주 자료로 사용하였고 참여관찰과 현장노트를 추가 자료로 수집하였다. 수집된 자료는 연구참여자의 학창시절과 야구클럽 활동 과정을 시공간, 관계 속에서 기술하는 이야기하기, 그 교육적 의미를 해석하는 다시 이야기를 통해 귀납적으로 분석하였다. 연구참여자는 초등학교 시절부터 학습부진을 겪어 왔고 친구들로 부터 괴롭힘을 당하면서 학교생활을 해왔다. 중학교에 입학하여 친구들과 체육교사의 도움으로 야구클럽에 참여하면서 연구참여자의 학교생활에 변화가 찾아왔다. 연구참여자의 야구클럽 활동 경험은 보편적 스포츠복지의 수혜라는 측면과 잠재된 신체-운동 지능의 발화라는 교육적 의미로 해석되었다. 또한 연구참여자는 선수와 감독교사 간의 기대고리로 연결되었으며 야구클럽 활동 과정에서 놀터, 놀틈, 그리고 놀동무를 발견했다는데 큰 의미를 가진다.

Prospect of Integrating African Indigenous Knowledge Systems into the Teaching of Sciences in Africa

The consideration of cultural backgrounds of the learners in planning and teaching science has informed much recent discussions in making teaching more learner-centered. In many countries today, formal education continues to be Euro-centric in outlook and academic in orientation, reflecting Western scientific cultures rather than the cultures of learners and the teachers. This phenomenon is a major concern in developing countries, where formal education does not put into consideration the way the majorities of learners communicate, think and learn. Leaners’ underachievement in school has been attributed to the ‘cultural gaps’ between the expectations of school curriculum and those of the environment in which the learners are socialized. In the developing countries, this gap also existed for majority of the teachers and thus, raises the question of whose and what knowledge is considered worthwhile? The current euphoria for market driven economies and education development make issues such as cross cultural transfer of knowledge, globalized curricula integration and appropriate teaching-learning strategies critically important for consideration. While commendable efforts are being made to better align educational curricula with indigenous realities, the interrelationship and balance between these two different ways of learning remain delicate especially in the African context. This review study focuses among others, the indigenous peoples’ systems of knowledge creation and transmission, modern science versus African indigenous knowledge, improving Science teaching in Africa, and the impact of indigenous knowledge system on scientific discovery and development.

The experience of the hidden curriculum for autistic girls at mainstream primary schools

This article presents the findings of ethnographic case studies of three girls on the autistic spectrum attending mainstream primary schools and illustrates the difficulties they experience and the ways in which these are often unrecognised. The observations of the girls and subsequent individual interviews with their mothers, class teachers, SENCO’s and ultimately themselves, reveal the personal adjustments the girls make in response to the hidden curriculum and the ways in which these go unnoticed, effectively masking their need for support, and contributing to their underachievement in school. The research also identifies a misunderstanding of autism in girls by some teachers that contributes to a lack of support for their needs, despite their diagnosis. Teachers need to understand how autistic girls present, and how they learn, if they are to recognise the need to illuminate the hidden curriculum. The implications of these findings are that without this awareness autistic girls in mainstream settings are also at risk of limited access to the known curriculum and of social isolation.

Follow-up of late preterm infants: why, what and who?

Late preterm infants (LPI) represent a growing population with own peculiar vulnerabilities; only recently attention has been focused on the impact of late preterm birth on child health, in order to define short and long-term outcomes [1,2]. LPI are physiologically and metabolically immature; they are at higher risk than term infants of developing medical complications, resulting in greater rate of mortality and morbidity not only in the neonatal period, but also during infancy, childhood, adolescence, and through adulthood [2,3]. Increasing evidence shows the association between late-preterm birth and various long-term medical and behavioral morbidities, including cerebral palsy, attention problems and antisocial behavior, as well as lower IQ, impaired cognitive and academic performance at school age. Fetal brain undergoes a dramatic growth and maturation during last four weeks of gestation, and this is probably the most important reason of LPI worse neurodevelopmental outcomes compared to full-term infants [3-5]. Physical development is an other important outcome for LPI; in addition to intrauterine growth restriction, LPI may be susceptible to feeding difficulty resulting in poor weight gain and underweight. Since failure to thrive in early infancy may be also associated with adverse cognitive and developmental outcomes, close monitoring of LPI growth pattern is needed [6]. Moreover, late-preterm birth has a negative effect also on maturation of the lungs, interrupting evolution from alveolar saccules to mature alveoli. LPI have been shown to develop early respiratory morbidities more frequently than infants born at term. However, the risk for long-term respiratory problems, such as asthma, has not yet been established in this group of patients [3,7]. Therefore LPI need a multidisciplinary, personalized and effective follow–up care that begins at birth and continues, with varying degrees of surveillance and reflecting individual needs, throughout the lifespan. Pediatricians must play a crucial role by ensuring that appropriate screening and assessments are completed, referrals are made and continuity of care is coordinated. They have to be aware of the major problems that LPI may encounter, providing anticipatory guidance when needed. Pediatricians together with parents, child development specialists, and education professionals need to know the possible school underachievement and behavioral problems so that prompt referrals to early intervention services are made [8,9]. Up to now, standardized short and long term followup schedule for LPI has not been developed yet; therefore, further research should focus on systematic evaluation of outcomes of LPI, in order to optimize follow-up monitoring of this population of children.

The Relationship between Underachievement of Gifted Students and their Attitudes toward School Environment

Institute of Gifted and Talented Students enrolls students according to their IQ levels. Although these students show high performance academically, they may experience underachievement in primary schools. The purpose of this study is to analyze the reasons for underachievement of gifted. The School Attitude Assessment Survey-R (McCoach, 2002) was applied to gifted students who are high achievers and underachievers. The sample consisted of 54 students from primary schools; 35 high achievers and 24 underachievers. Gifted achievers and gifted underachievers showed difference in their attitudes toward school, attitudes toward teacher, motivation, self-perception, and goal valuation. In addition, as the grade level increases, means of five sub factors of the instrument decrease for our sample. This study is an important step toward identifying factors related to the underachievement of gifted students in primary schools.

Boys' Anti-School Culture? Narratives and School Practices

Boys' underachievement and oppositional behavior in school has for a long time been the target of various public debates. Drawing on ethnographic data from fieldwork in two Swedish secondary schools, this article explores how the influential theory of boys' anti-school culture can be interpreted as a master narrative that is reproduced, but also contradicted and subverted, by students and teachers in social interaction within local school contexts.

‘Build me a male role model!’ A critical exploration of the perceived qualities/characteristics of men in the early years (0–8) in England

Young boys' ‘underachievement’ and their disaffection with learning continue to dominate education agendas [Francis, B. 2006. “Stop That Sex Drive.” Times Educational Supplement 30; Peeters, J. 2007. “Including Men in Early Childhood Education: Insights from the European Experience.” NZ Research in Early Childhood Education, 10. Accessed February 4, 2013. http://stop4-7.be/files/janpeeters10.pdf; Lloyd, T. 2009. Boys’ Underachievement: What Schools Think and Do. A University of Ulster Research Project Funded by the Department of Education and Northern Ireland Office. November. Accessed January 10, 2014. http://www.socsci.ulster.ac.uk/sociology/research/y%20publications/Boys%20underachievement.pdf; Lloyd, T. 2011. Boys’ Underachievement in Schools: Literature Review. Boys Development Project. Belfast: Centre for Young Men's Studies, Ulster University. Accessed February 4, 2013. http://www.boysdevelopmentproject.org.uk/downloads/reports/Boys%20and%20underachievement%20literature%20review%20edited%20in%20pdf.pdf]. In recent years, there has been an eruption of government policy making and public discourse in England [Moran, L. 2011. Quarter of All Primary Schools Have No Male Teachers Despite More Men Entering Profession. Daily Mail, September 2. Accessed February 4, 2013. http://www.dailymail.co.uk/news/article-2032970/Quarter-primary-schools-NO-male-teachers-despite-men-entering-profession.html#ixzz2JwpQjSL8; DfE (Department for Education). 2012b. Poor White Boys ‘Lagging Behind Classmates at Age Five’. The Telegraph, November 21. Accessed January 10, 2014. http://www.telegraph.co.uk/education/educationnews/9693409/Poor-white-boys-lagging-behind-classmates-at-age-five.html; PARITY. 2013. Is Action Overdue on Boys’ Academic Underachievement? Briefing Paper, March. Accessed January 10, 2014. http://www.parity-uk.org/Briefing/BoysEducPaperRev1b.pdf] calling for more men to transform young lives by working in the 0–8 sector and acting as male role models in an attempt to narrow the ‘attainment gap’. This paper critically explores the perceived qualities/characteristics of men who seemingly serve as ‘male role models’ by reporting on select doctoral research findings which sought to investigate the ambiguities of the male role model from the perspective of men who work in the 0–8 sector. Research participants were asked to identify the qualities/characteristics that they felt ‘male role models’ should exhibit for young boys in the early years (0–8). The qualities/characteristics identified were categorised by research participants as being ‘masculine’ (e.g. diplomatic), ‘feminine’ (e.g. caring) or ‘natural’ (meaning authentic). Whilst research evidence suggests that male role models will present a diverse range of personal and professional qualities/characteristics, it is argued that these are likely to be shaped by not only the needs and circumstances of the children that the ‘male role model’ comes into contact with, but also the expectations of others, e.g. parents/carers and staff. This paper argues that there is a real tension between those qualities/characteristics of the male role model that are created as a result of their personality/individual beliefs and those which are anticipated or enforced by others.

Personality, Gender and High School Profile Correlates of Underachievement

School underachievement means a certain quantity of human resource which is taken out of educational circuit. The purpose of study is to investigate this phenomenon at the high school students age in order to identify personality correlates according to age, gender and type of high school they attend (sciences or humanities). We tested 120 students from four classes, two of sciences and two of humanities, from two high schools in Brasov. Predominance of verbalism in education leads to an insufficient valorization of boys. Excitement-seeking, need for actions, role of peers are significantly limited by Romanian education. The progressive character of school underachievement imposes measure of structural change to increase the opportunity of students’ school adjustment.

The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students

Gifted students are a diverse minority group with high intelligence and talent whose needs are often unrecognised and unmet. It is believed that this group of students, from a range of backgrounds, socio-economic statuses and abilities, may experience a range of social-emotional difficulties, including peer exclusion, isolation, stress, anxiety, depression and destructive perfectionism. Literature also reveals that gifted and talented students are underachieving at school. Many educators do not recognise or meet the needs of gifted students as there is a false perception that they can look after themselves (Neihard, Reis, Robinson, &amp; Moon, 2002). As research indicates, there is a positive correlation between poor social-emotional development and scholastic underachievement in gifted students (Australian Council for Educational Research, 2010; Queensland Government, 2013). While this may be true, there is limited understanding of how these variables influence one another. Many researchers believe that social-emotional difficulties cause school underachievement, whereas others argue that school underachievement results in social and emotional problems. Furthermore, many researchers dispute these arguments altogether, and believe that these problems are a result of external factors, including family, school, and community environments. Given these contrasting viewpoints, critical investigation is necessary in order to develop a more conclusive understanding of this relationship. This article aims to critically analyse the scope of the current literature, and provides recommendations for further research, as this may result in better development of programs to further support the social-emotional and academic needs of gifted students.

수학 기초학력 미달자의 수준별 수업에서 효율적인 지도 방법

수준별 수업이 제대로 이루어지기 위해서 우선 성취도에 따라 다른 교재(교과서의 재구성)와 수업의 방법이 변화되어야 하나 현실은 같은 교재로 속도의 차이만을 가지고 수준별 수업이 이루어지고 있다. 특히 성취도가 낮은 중하위권 학생들을 위한 교재와 효율적인 지도방안에 대한 연구는 더욱 시급한 실정이다. 하지만 기존의 수준별 이동수업 내에서 효율적인 교재와 지도법이 개발된다면 그와 같은 수고를 덜고 교육과정 정상화에도 크게 기여할 수 있을 것이라 생각된다. 이에 본 연구에서는 고등학교 수학과 학습 부진학생의 학력을 향상시키기 위한 지도 방안을 모색하고, 수행평가 및 진단평가지, 교과서의 재구성을 통한 교재 개발, 수업일지 등의 자료를 개발하여, 이를 기초학력 부진 학생들의 수업에 직접 적용한다. 그것을 실험반과 비교반을 대상으로 동일한 평가를 실시한 결과, 실험반 학생들의 학업 성취도가 비교반에 비해 월등히 향상되는 의미있는 결론을 도출할 수 있었다. Now, most of programs developed were presented as form of item pool by dividing problems by section and level for the level differentiated course, so the utilization is decreasing at the field caused by unconsidered school underachievement elements by achievement. Especially, the study on teaching materials and effective measures map for mid-low level students with low utilization is more urgent. Therefore, in this study we will promote teaching method for improving learning achievement at high school. The development teaching materials(the performance evaluation and diagnostic assessment, reconstruction of textbooks) will be applied to classes for the underachieving students directly, and the achievement in the experimental class was significantly improved compared to the comparative class and the meaningful conclusions could be drawn as results of conducting same assessment based on the experimental class and the comparative class.

Prevalence of Behavioural Disorders and School Underachievement’s in Newly Diagnosed Childhood Idiopathic Generalized Epilepsies (CIGEs): Effect of Antiepileptic Drugs

Prevalence of Behavioural Disorders and School Underachievement’s in Newly Diagnosed Childhood Idiopathic Generalized Epilepsies (CIGEs):Effect of Antiepileptic Drugs Children with epilepsy are known to be prone to educational underachievement as a result of learning and behavioural problems. Identification of these comorbidities and their early intervention will go a long way in improving quality of life of children with epilepsies.

Self-esteem and psychiatric features of Turkish adolescents with psychogenic non-epileptic seizures: a comparative study with epilepsy and healthy control groups.

Children and adolescents with psychogenic non-epileptic seizures (PNES) and epilepsy are known to have psychosocial problems. The aim of the present study was to compare the psychosocial difficulties, history of stressful life events/abuse, psychiatric diagnosis, and self-esteem of adolescents with PNES to the ones with epilepsy and healthy controls at a tertiary care center in Turkey. Thirty-four adolescents with PNES diagnosed by video-EEG were compared with 23 adolescents that have epilepsy and 35 healthy volunteers. Comorbid psychiatric diagnoses of participants were examined by semi-structured interviews using Schedule for Affective Disorders and Schizophrenia for School Age Children-Present and Lifetime Version (KSADS-PL). Self-esteem of adolescents was evaluated by Rosenberg Self Esteem Scale (RSES). No differences in sociodemographic features were observed between the groups. The PNES group showed significantly higher rates of parental conflicts, difficulties in relationship with siblings/peers, school under-achievement, and history of stressful events/abuse. The rates of comorbid psychiatric disorders were 64.7% in PNES and 47.8% in epilepsy group. The most common disorders in both groups were attention deficit hyperactivity disorder (ADHD) and depressive disorder. The rate of posttraumatic stress disorder (PTSD) was significantly increased in the PNES group. Additionally, adolescents with PNES displayed significantly lower levels of self-esteem than the other groups. It could be concluded that both disorders involved a high risk for developing psychiatric disorders; additionally, adolescents with PNES have higher rates of stressors and lower levels of self-esteem. Findings from this investigation point to the importance of psychiatric interventions in pediatric PNES and also epilepsy.

Prevention of preterm delivery in twin pregnancy

The incidence of twin gestation has increased markedly over the past decades, mostly because of increased use of assisted reproductive technologies. Twin pregnancies are at increased risk of preterm delivery (i.e. birth before 37 weeks of gestation). Multiple gestations therefore account for 2-3% of all pregnancies but constitute at least 10% of cases of preterm delivery. Complications from preterm birth are not limited to the neonatal period, such as in retinopathy of prematurity, intraventricular haemorrhage, necrotising enterocolitis, respiratory disorder and sepsis; they can also constitute sequelae such as abnormal neurophysiological development in early childhood and underachievement in school. Several treatment modalities have been proposed in singleton high-risk pregnancies. The mechanism of initiating labour may, however, be different in singleton and twin gestations. Therefore, it is mandatory to evaluate the proposed treatments in randomised trials of multiple gestations. In this chapter, we describe the results of trials to prevent preterm delivery in twin pregnancies.

Perspetivas de técnicos municipais de educação sobre a desafetação escolar

This paper is part of a research project that aims to understand the perspectives of differentactors about school disengagement, in different municipalities, in the context of the decentralizationof education in Portugal. This paper examines, particularly, how municipal educationofficers see the prevalence of school underachievement and dropout; and its ascribed specific factors.The findings suggest that dropout is not a major concern for municipal education officers,since it is considered camouflaged or just residual. School underachievement is understood as nothigh or as clearly decreasing. It is identified as a problem demanding for solutions. Regarding thefactors related to school disengagement, family/social contexts are the most stressed, followed bysystemic educational factors. The results also suggest that municipal education officers are moreliable to focus positively on school achievement and on what municipalities can do.

O EMPRESARIAMENTO DA EDUCAÇÃO PÚBLICA: O CASO DO PROGRAMA ACELERA BRASIL

&lt;p&gt;Este texto objetiva uma análise preliminar do Programa Acelera Brasil, do Instituto Ayrton Senna, voltado para corrigir o fluxo do Ensino Fundamental. A partir de pesquisa documental e de entrevista, aponta elementos constitutivos da educação em contexto econômico, político e social, com a forte presença de empresas privadas na elaboração, execução e avaliação das políticas educacionais. Discute o empresariamento e o movimento de resistências; as políticas de aceleração, destacando a política do Programa; e questões relativas à (falta de) autonomia docente. Preliminarmente, aponta as concepções do Programa na busca da superação das taxas de baixo aproveitamento escolar.&lt;/p&gt;

Adolescent Psychosocial, Social, and Cognitive Development

Adolescent Psychosocial, Social, and Cognitive Development