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Descriptors:
Immigrants; Foreign Countries; Language Proficiency; Preschool Children; Student Adjustment; Cultural Background; Behavior Problems; Child Rearing; Academic Ability; Spanish; Student Attitudes; Second Language Learning; Cultural Differences

Abstract:
The continuing incorporation of immigrant populations into the Spanish educational system poses an important challenge in that all participants must cooperate toward creating the best possible adaptation process at the academic level as well as on the personal and social levels. A number of different factors appear to influence children's adjustment during the preschool stage, and these factors are especially relevant since many studies have shown that this is a key period for the prevention of future difficulties. The present study examines the variables involved in the adaptation of a group of preschool-aged children from different cultural backgrounds in Spain. The results indicate that preschoolers, regardless of their background, have similar performance and learning potential, with language proficiency being the factor that most clearly affects the other variables investigated. It was also found that children's attitudes toward learning were related to the presence of behavioral difficulties and with the quality and type of parental child-rearing practices. These practices appear to be related to a number of difficulties immigrant children may experience on personal and social levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Talent; Gifted; Identification; Intervention; Small Group Instruction; Gender Differences; Academic Ability; Instructional Program Divisions; Talent Development; Acceleration (Education); Language Arts; Mathematics Education; Science Education; Student Attitudes; Individualized Instruction; Mathematics Instruction

Abstract:
Established in the early 1970s, the talent search model has garnered strong theoretical and programming support for addressing the academic needs of highly able students. The two main components of the talent search model are discovery (identification) and development (programming) of academic talent. Discovery of academically talented elementary and middle school students occurs via the process of above-level testing, usually offered through university-based centers. The essence of talent search program intervention is acceleration, which has robust research support as the most effective intervention for high-ability students. Whereas talent search identification and programming are university based, talent search participants receive nearly all of their instruction in K-12 settings, where academic acceleration is less likely to be implemented. In this investigation, a large sample of talent search participants (n = 5,844) were asked questions designed to measure the various ways in which the students study mathematics, science, and language arts (writing and reading) in the K-12 setting. More than two thirds of the study sample reported that they were taught in the regular classroom, learning the same material, at the same level and pace as nongifted peers. The type of curriculum differentiation or program delivery model (e.g., small-group instruction) reported by the students varied according to subject area, with the greatest percentage of reports of differentiated delivery in mathematics. Main effects were found for gender, grade, and ability. Implications for school-based accelerative interventions are presented. (Contains 5 tables 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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Descriptors:
Gifted; Academic Achievement; Individual Differences; Summer Programs; Self Concept; Incidence; Academic Ability; Longitudinal Studies; Self Esteem; Program Effectiveness; Gender Differences; Measures (Individuals); Secondary School Students; Social Differences; Factor Analysis; Statistical Analysis

Abstract:
The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of self-concept stability and change during adolescence. Longitudinal data were gathered from adolescents participating in a summer program for the gifted over a 3-year period. The results indicate no prevalent patterns of declines in academic self-concepts after participating in summer programs, though suspected cases of BFLPE can be identified, and there was evidence pointing to the moderation of the BFLPE by gender and self-esteem. Longitudinal patterns of self-concept stability and change also show no consistent pattern of long-term effects on self-concept. Implications of these findings are discussed that highlight developmental, social, and individual conditions under which the BFLPE may exert itself and conditions under which it may be mitigated. (Contains 6 tables, 5 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Models; Tuition; Self Esteem; Higher Education; Academic Ability; Academic Achievement

Abstract:
Modelling students' behaviour in relation to tuition fees is a complex task since students' "talent" is not common knowledge. Students observe a private noisy signal of their abilities, while university receives noisy information based on the quantitative and qualitative data provided by university applicants. In this article, we add the heterogeneity of the population to this model: we assume that this heterogeneity means that the perception of skills among a part of the population is biased and underestimates the capabilities of its members to succeed in the higher education system. Our conclusions differ from those derived in the literature and show in particular that the optimal tuition fees for a given number of students are lower than those obtained for a homogeneous population. (Contains 24 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Immigrants; Elementary School Students; Minority Group Students; Foreign Countries; Longitudinal Studies; Disadvantaged; Asians; Latin Americans; Cognitive Ability; Mathematics Skills; Academic Ability; Language Aptitude

Abstract:
We consider the relative academic achievement in primary school of second-generation immigrant children in the UK. The education progress of these groups of children is of historical interest and is also relevant to the policy debate today, since ethnic minority students in England continue to have lower levels of achievement in primary school, though they go on to catch up with their white counterparts in secondary school. We use rich data for a cohort born in 1970 and find that children born to South Asian or Afro-Caribbean parents have significantly lower levels of cognitive achievement in both mathematics and language in primary school. Our analysis also reveals that the negative impact from being born to South Asian parents decreases during primary school, while the negative effect from being born to Afro-Caribbean parents remains approximately stable. Hence, our evidence shows that even as long ago as the late 1970s, while most ethnic minority groups had lower academic achievement in primary school, some groups of ethnic minority pupils, namely those from South Asia, were showing signs of "catch-up". (Contains 11 tables, 4 figures, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Counseling; College Students; College Readiness; College Preparation; Academic Ability; Student Characteristics; Performance Factors; Literature Reviews; Special Needs Students; Case Studies; Developmental Studies Programs; Career Development

Abstract:
An increasing number of students enter college underprepared. These students do not have the academic skills to take college-level courses and are placed in remedial classes. Career counseling can help underprepared college students make educated career decisions based on their current situations. This article explores the characteristics of underprepared college students, examines career-related issues these students face, and reviews the literature on narrative career counseling. The life design method is applied to a case example of an underprepared college student to demonstrate how to best serve the needs of these students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Evidence; Self Concept; Cultural Context; Gender Differences; Academic Achievement; Correlation; African American Children; Academic Ability; Intervention; Measures (Individuals); Grade 5; Elementary School Students

Abstract:
The purpose of this research was to investigate how domain-specific importance ratings affect relations between perceived competence and self-worth among African American school-age children. Importance ratings have been found to affect the strength of the relationship between perceived competence and self-worth and have implications for motivation. Children were assessed on five perceived competence domains, on the importance of those domains, and on global self-worth. Five profiles reflecting relations between perceived competence and self-worth by importance ratings were assessed. Gender differences specific to scholastic competence/self-worth relations were also examined. It was hypothesized that at comparable levels of perceived competence, children ascribing more importance would evidence stronger relationships between perceived competence and self-worth. This was evident in some cases. Importance ratings were found to be pivotal in understanding relationships between perceived competence and self-worth. Gender differences in scholastic competence/self-worth relations were evidenced with certain profiles. Results were interpreted within a cultural context, and the implications for intervention were addressed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Equations (Mathematics); Mathematics Curriculum; College Entrance Examinations; College Students; Academic Ability; Student Placement; Mathematics; College Freshmen; College Mathematics; Scores; Algebra; Probability; Prediction; Higher Education

Abstract:
This article describes how a Brier score analysis can be used as an evaluative tool to estimate the predictive accuracy of a course placement policy that was established based on professional or subjective judgment. The policy being evaluated uses the score received on the mathematics portion of the SAT examination as the primary mechanism to place incoming freshmen into the appropriate college mathematics courses best matched to their ability. This placement policy was established based on the idea that the mathematics portion of the SAT examination and a commercially available computerized mathematics placement examination may be placing the majority of students at a similar level in the hierarchy of mathematics courses. The findings of this study indicate that the mathematics portion of the SAT examination can be an effective mechanism for initially placing students in their first mathematics course which is appropriate for their academic ability, and thus can increase their chance of succeeding in their first college mathematics course. Furthermore, a Brier score analysis allowed for comparing and contrasting different scenarios when the placement policy is effective versus when it is not. Implementing this policy allowed for a simpler placement process as well as a substantial financial savings for the institution. (Contains 4 tables and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Ability; Human Capital; College Presidents; Resumes (Personal); Research Universities; Classification; Higher Education; Longitudinal Studies; Surveys

Abstract:
While there is wide agreement that leaders matter, little is known regarding the role that human capital plays in determining who becomes one. We exploit unique attributes of the higher education industry to examine if training and academic ability affect the placement of university presidents within the research hierarchy of U.S. institutions. The analysis uses two data sets drawn from the American College President Survey conducted over three decades and a digitized sample of 212 curriculum vitae for presidents at top U.S. universities in 2009, to model the factors that determine who among the pool of university presidents places at Carnegie-classified research institutions. The findings suggest the rise to the presidency of a research institution depends on the investments in research-specific human capital over the entire course of a career consistent with prior evidence that the knowledge of the research enterprise is critical to the success of such institutions. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Needs; Special Health Problems; Foreign Countries; Control Groups; Body Weight; Correlation; Social Development; Emotional Development; Kindergarten; Longitudinal Studies; Health Services; Drug Therapy; Birth; Parent Background; Educational Attainment; Mothers; Regression (Statistics); Prediction; Teacher Attitudes; Measurement Techniques; Academic Ability

Abstract:
This study examined the relationship between special health care needs and social-emotional and learning competence in the early years, reporting on two waves of data from the Kindergarten Cohort of "Growing up in Australia: The Longitudinal Study of Australian Children" (LSAC). Six hundred and fifty children were identified through the two-question Special Health Care Needs Screener as having special health care needs. Children with special health care needs were more likely to be male, to have been of low birth weight, to be taking prescription medications, to be diagnosed with a specific health condition and to be from families where the mother was less well educated. These children scored significantly lower on teacher-rated social-emotional and learning competencies prior to school compared to a control group of children without special health care needs. Multiple regression analyses indicated that being identified with a special health care need prior to school predicted lower social-emotional and learning competencies in the early years of school. Results are discussed in terms of the implications for policy and practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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