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1. A Multilevel Approach to Assessing the Interaction Effects on College Student Retention (EJ854793)
Author(s):
Bai, Haiyan; Pan, Wei
Source:
Journal of College Student Retention: Research, Theory & Practice, v11 n2 p287-301 2009-2010
Pub Date:
2010-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Intervention; Social Integration; Interaction; School Holding Power; Student Characteristics; Academic Persistence; College Students; Program Effectiveness; Trend Analysis; Social Influences; Gender Differences; College Freshmen; Age Differences; Academic Advising; School Orientation; At Risk Students
Abstract: The present study utilizes a multilevel approach to assess the effects of four different types of intervention on college student retention, focusing on the interaction effects between the student characteristics and the types of intervention. The program effects on a 3-year trend are also explored. The findings of the present study reveal that the social integration programs improved the first-year retention rates for female students, the advising programs and the social integration programs worked better in the first year for students from more selective colleges within the university, and the first-year experience programs had a significant lasting effect across the 3 years on retention for elder students and male students. It is also found that the advising programs were significantly more effective on the first-year retention rates than the general orientation programs. This study provides empirical evidence for researchers and administrators in higher education to improve the effectiveness of intervention programs for students with specific characteristics. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. School Improvement Plans and Student Learning in Jamaica (EJ857528)
Lockheed, Marlaine; Harris, Abigail; Jayasundera, Tamara
International Journal of Educational Development, v30 n1 p54-66 Jan 2010
2010-01-00
Journal Articles; Reports - Evaluative
Descriptors: Control Groups; Supplementary Reading Materials; Educational Change; Foreign Countries; Resource Teachers; Literacy; Numeracy; Correlation; Reading Instruction; Mathematics Instruction; Educational Technology; Reading Achievement; Mathematics Achievement; Comparative Analysis; Measurement Techniques; Educational Development; Educational Policy; Program Evaluation; Improvement Programs; Educational Improvement; Program Effectiveness
Abstract: A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors; and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans. (Contains 12 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Formula Funding and Decentralized Management of Schools--Has It Improved Resource Allocation in Schools in Sri Lanka? (EJ857532)
Arunatilake, Nisha; Jayawardena, Priyanka
International Journal of Educational Development, v30 n1 p44-53 Jan 2010
Descriptors: Funding Formulas; Educational Quality; Foreign Countries; Resource Allocation; Program Effectiveness; Equal Education; Developing Nations; Educational Development; Educational Policy; Policy Analysis; Educational Finance; Economics; Administrative Organization; School Organization
Abstract: Using the experience of the Educational Quality Inputs (EQI) Scheme in Sri Lanka the paper examines the distributional aspects of formula-based funding and efficiency of decentralized management of education funds in a developing country setting. The study finds that the EQI fund distribution is largely pro-poor. However, results show that to reduce disparities allocated funds need to be fully utilized. The findings of the study supports the hypothesis that qualified principals, adequate levels of human and physical resources and state level monitoring and support are needed for the success of education management at the school level. (Contains 5 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Developing a Master's Program for Theater Educators (EJ860519)
Schuttler, Mary
Arts Education Policy Review, v111 n1 p1-3 2010
Journal Articles; Reports - Descriptive
Descriptors: Theater Arts; Masters Programs; Educational Policy; Teacher Education; Student Needs; College Faculty; Universities; Program Effectiveness; Graduate Students
Abstract: The call and need of postgraduate training for teachers in the arts continues to grow, but few programs exist that provide sufficient flexibility or diversity, particularly for theatre educators. This article examines the factors necessary for consideration in the development of new graduate programs. A paramount concern in that development is the needs of teachers contrasted against the capabilities and limitations of the respective institution and its faculty. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. How the Arts Help Children to Create Healthy Social Scripts: Exploring the Perceptions of Elementary Teachers (EJ860520)
Brouillette, Liane
Arts Education Policy Review, v111 n1 p16-24 2010
Descriptors: Scripts; Child Caregivers; Emotional Development; Child Development; Interviews; Elementary School Teachers; Program Effectiveness; Grade 1; Grade 2; Grade 3; Grade 4; Elementary Education
Abstract: Although there is widespread recognition that arts experiences enhance children's social-emotional development, the mechanisms through which this process takes place are little understood. This article provides insight into the role of the arts in development, through a review of recent research on child development and interviews with inner-city elementary teachers who have participated in an artist-in-residence program. The author presents evidence that arts experiences--and drama activities in particular--help children to develop an enhanced understanding of the responses, emotional expressions, and actions of other people, as well as a comprehension of what to expect from others and what social scripts should be used in different situations. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Effectiveness of a Mobile Plant Learning System in a Science Curriculum in Taiwanese Elementary Education (EJ860879)
Huang, Yueh-Min; Lin, Yen-Ting; Cheng, Shu-Chen
Computers & Education, v54 n1 p47-58 Jan 2010
Descriptors: Research Design; Test Results; Elementary Education; Program Effectiveness; Botany; Foreign Countries; Educational Technology; Teaching Methods; Science Curriculum; Academic Achievement; Handheld Devices; Elementary Schools; Quasiexperimental Design; Questionnaires; Interviews; Learning Activities; Pretests Posttests
Abstract: This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA. (Contains 6 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Enhancing Physical Education and Sport Science Students' Self-Efficacy and Attitudes regarding Information and Communication Technologies through a Computer Literacy Course (EJ861240)
Papastergiou, Marina
Computers & Education, v54 n1 p298-308 Jan 2010
Descriptors: Undergraduate Students; Physical Education; Student Attitudes; Self Efficacy; Computer Attitudes; Program Effectiveness; Computer Literacy; Internet; Anxiety; Educational Improvement; Instructional Improvement; Athletics; Information Technology; Qualitative Research; Statistical Analysis; Pretests Posttests; Questionnaires; Computer Mediated Communication; Discussion Groups; Learning Strategies; Educational Strategies
Abstract: Information and Communication Technologies (ICT) have become an integral component of Physical Education (PE) and Sport Science (SS) curricula and professions. It is thus imperative that PE and SS students develop ICT skills, self-efficacy in ICT and positive attitudes towards ICT. This study was aimed at designing a computer literacy course targeted at equipping PE and SS students with core ICT skills, and at evaluating its impact on students' computer and Internet self-efficacy, attitudes towards computers and the Internet, and computer anxiety. The study also explored students' responses to the course, students' perceptions of the relevance of ICT for PE and SS professionals as well as eventual differences in the course's impact in relation to students' prior ICT experience. Participants were 89 PE and SS undergraduate students. Both quantitative and qualitative data were gathered through pretest/posttest questionnaires and transcripts of an online discussion forum. Data analysis showed that the course significantly enhanced students' computer and Internet self-efficacy and their positive attitudes towards computers and the Internet, while significantly reducing their computer anxiety. The course was very well-received by the students, who were found to fully perceive the pervasiveness of ICT in today's PE and SS professions, and who felt that they had developed valuable ICT skills. The course elicited positive responses regardless of students' prior ICT experience, although it had significantly more positive effects, in terms of computer self-efficacy, Internet self-efficacy and computer attitudes, with the students who were most in need of the course, namely those with low prior ICT experience. The findings are discussed in relation to training PE and SS students in ICT within academic settings. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Investigating the Impact of Video Games on High School Students' Engagement and Learning about Genetics (EJ836744)
Annetta, Leonard A.; Minogue, James; Holmes, Shawn Y.; Cheng, Meng-Tzu
Computers & Education, v53 n1 p74-85 Aug 2009
2009-08-00
Descriptors: Video Games; Genetics; Program Effectiveness; High School Students; Learner Engagement; Educational Games; Quasiexperimental Design; Teacher Developed Materials; Instructional Effectiveness; Science Instruction; Educational Technology
Abstract: The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology's efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p greater than 0.05) in student learning as measured by our instrument, there were significant differences (p less than 0.05) found in the participants' level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Development of a Technology Mentor Survey Instrument: Understanding Student Mentors' Benefits (EJ836738)
Pamuk, Sonmez; Thompson, Ann D.
Computers & Education, v53 n1 p14-23 Aug 2009
Descriptors: Graduate Students; Mentors; Program Effectiveness; Educational Needs; Evaluation; Validity; Reliability; Technology; Surveys
Abstract: Agreement on the effectiveness of the technology mentoring approach in addressing educators' needs for learning different technologies has been growing. Literature on the concept of mentoring in general and technology mentoring specifically has indicated mentoring relationships in different settings provide benefits for the less experienced mentoring partner, while existing literature was limited in providing insights about mentoring from the more experienced partner's point of view. But, studies have suggested that understanding mentors' reactions to the experience is necessary to establish sustainable and mutually beneficial mentoring relationships. For this purpose, this study discusses and proposes an assessment framework and an instrument to examine benefits for technology mentors. Considering the lack of similar studies and the absence of an instrument designed specifically to study this subject, we believe that our study will contribute to the knowledge base by providing educators with an assessment strategy and a tool for investigating the benefits gained by the more experienced person (graduate student in our context) benefits in a technology mentoring relationship. In addition, the resulting survey instrument provided along with this study is a valuable tool for those studying technology mentoring. The theoretical foundations, development process of the development of the instrument, and reliability and validity issues are discussed in detail. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. A Longitudinal Study of the Simultaneous Influence of Mothers' and Teachers' Educational Expectations on Low-Income Youth's Academic Achievement (EJ841275)
Mistry, Rashmita S.; White, Elizabeth S.; Benner, Aprile D.; Huynh, Virginia W.
Journal of Youth and Adolescence, v38 n6 p826-838 Jul 2009
2009-07-00
Descriptors: Grade Point Average; Mothers; Standardized Tests; Academic Achievement; Program Effectiveness; Urban Youth; Longitudinal Studies; Teacher Expectations of Students; Expectation; Parent Influence; Scores; Low Income Groups; Children; Adolescents; Influences; Correlation
Abstract: This short-term longitudinal study investigated the simultaneous influences of adults' (mothers and teachers) educational expectations and youth's achievement (standardized test scores and teachers' ratings of academic performance) across a 3-year time span on youth's performance in school (GPA). Participants were an ethnically diverse sample of 426 low-income urban youth, ages 6 through 16 at T1. Results from cross-lagged and autoregressive path analyses indicated stability in adults' expectations and youth's standardized test scores; cross-lagged influences of teachers', but not mothers', expectations across time; and effects of youth's achievement outcomes on adults' expectations at T2, but not vice versa. Overall, the pattern of findings demonstrate that adults' educational expectations are dynamic and responsive to how youth are faring in school and to changes in academic performance across time. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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