Your search found 1682 results.

Descriptors:
Talent; Majors (Students); Self Efficacy; Engineering; Biology; Computer Science; Women Scientists; Gender Differences; Comparative Analysis; STEM Education; Academic Achievement; Science Careers; Cohort Analysis; Graduate Surveys; Student Interests; Family Work Relationship; Likert Scales; College Entrance Examinations; Graduate Study; Females

Abstract:
In previous decades, researchers have identified a gender gap in the careers and academic achievement of men and women in science, technology, engineering, and mathematics (STEM). Recently, it has been suggested that some of these gender gaps no longer exist; however, the picture is more nuanced, for women are represented well in some STEM fields (such as biology) and not in others (such as computer science). The current research employed survey methodology to explore the perceptions of 360 finalists and semifinalists of the prestigious Science Talent Search. Two cohorts of participants who were either in their late 30s (Cohort 2) or late 20s (Cohort 1) were contacted to investigate factors that influenced them to select or not select STEM college majors and occupations. Comparisons between men and women revealed that women recalled having lower self-efficacy in STEM in college than men, and fewer women selected STEM majors as undergraduates. Interest was cited as a major influence for occupational selection for both men and women. Proportionally, more women than men entered fields such as biology and fewer women entered fields such as engineering and physics/astronomy. A greater proportion of older women mentioned leaving STEM because of a lack of flexible hours and needing to attend to family responsibilities. Implications for education and future research are discussed. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Reading Tests; Educational Assessment; Measurement; Longitudinal Studies; English Language Learners; Socioeconomic Status; Special Education; Reading Achievement; Achievement Gap; Disadvantaged; Elementary School Students; Middle School Students; High School Students; Individual Characteristics; Institutional Characteristics; Cohort Analysis; Federal Legislation; Educational Legislation; Hierarchical Linear Modeling

Abstract:
Eliminating inequity in public education is a central goal of the No Child left Behind (NCLB) act. Controlling for 3rd-grade performance, the impact of English language learner (ELL) status, socioeconomic status (SES), and special education (SPED) status on a cohort's reading performance was investigated from elementary to high school through a multilevel framework. Results in Hawaii show that the negative impact of low SES and SPED status persists up to high school, while the disadvantage of ELL status is restricted within the elementary grades. Moreover, individual characteristics, not school characteristics, have a dominant impact on future reading performance. Among individual characteristics, early performance is a crucial factor for future academic achievement. The findings show that educational policies that use incentives and sanctions such as NCLB to close achievement gaps may not be successful. (Contains 5 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Algebra; Public Schools; Foreign Countries; Control Groups; Constructivism (Learning); Grade 7; Outcomes of Education; Instructional Effectiveness; Mathematical Concepts; Quasiexperimental Design; Experimental Groups; Pretests Posttests; Statistical Significance; Comparative Analysis; Comparative Testing; Achievement Gains; Scaffolding (Teaching Technique); Cohort Analysis; Test Theory; Intermode Differences

Abstract:
It is a bitter reality that the curricula and traditional pedagogy prevailing in public schools of Pakistan in general and Sindh in particular do not incorporate the algebraic concepts properly. Both the content and the presentation therein cannot be considered up to the mark, thereby making "Algebra" a tough and dry subject. This quasi-experimental study focused to find out the effect of teaching algebra through social constructivism on the students learning outcomes of 7th graders in public schools of District Jamshoro Sindh. For this purpose two existing in-tact sections of grade 7 (7th A, and 7th B) of a government high school of district Jamshoro were selected as quasi control and treatment groups. The pre and posttest analyses were carried out. The first pattern t-test analysis revealed that both groups were parallel, however, the latter posttest analysis revealed that treatment group that was taught through social constructivist approach excelled in achieving statistically significant learning outcomes than that of control group that was taught through traditional one-way teaching. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (197K) |  More Info:
Help Find in a Library

Descriptors:
Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1035K)

Descriptors:
Program Effectiveness; Student Motivation; Elementary Schools; Constructivism (Learning); Holistic Approach; Preservice Teachers; Case Studies; Learner Engagement; Interdisciplinary Approach; Context Effect; Instructional Effectiveness; Cohort Analysis; Public Schools; Foreign Countries; Inquiry; Educational Legislation; Federal Legislation; Learning Theories; Learning Processes; Educational Environment

Abstract:
This article examines whether models of cross-curricular, context-based learning are more effective in engaging learners through generating conditions which interest, motivate, engage and inspire pupils through a variety of effective pedagogies. This article reports on a case study of two cohorts of primary PGCE trainee teachers (292) over two years who participated in a model of context-based learning. Trainee teachers commented on the models with regard to their impact on engagement and motivation. Analyses of their responses were made during the period of the course. Experiences of trainees thus far had been predominantly a discrete subject model of teacher training, developing subject and pedagogical skills and knowledge within the core subjects, closely aligned to the focus on the core subjects in English state primary schools. In contrast, the holistic approach to the context-based learning model predominantly encompassed constructivist and enquiry-based pedagogies with learning placed within a context, also known as situated learning. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Poverty; Family Income; Part Time Employment; Well Being; Data Collection; Cohort Analysis; Accuracy; Research Problems; Social Indicators; Measurement; Sociometric Techniques; Research Methodology; National Surveys; Statistical Analysis; Questionnaires; Self Employment; Welfare Recipients; Questioning Techniques; Response Rates (Questionnaires); Socioeconomic Status

Abstract:
Income is regarded as one of the clearest indicators of socioeconomic status and wellbeing in the developed world and is highly correlated with a wide range of outcomes. Despite its importance, there remains an issue as to the best way to collect income as part of surveys. This paper examines differences in how income is collected in a nationally representative UK birth cohort, the Millennium Cohort Study, looking at variations by questions asked and by respondent characteristics before then examining the implications different methods of collecting and reporting income may have for measuring poverty. Results show that less than a third of respondents give consistent information on income between measurement tools. Using multiple questions is associated with a substantially lower response rate but this method generally results in a higher estimate of family income than using a single question. This is particularly true for certain groups of the population--those on means tested benefits, in self-employment and in part-time employment. Not surprisingly then in our analysis of poverty, using a single question produces an inflated proportion of families who could be classified as living in poverty and is less associated with other measures of financial deprivation than the more conservative poverty measure based on multiple questions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Technology; Nursing Students; Nursing Education; Adoption; Technology Uses in Education; Teaching Methods; Instructional Effectiveness; Pretests Posttests; Multimedia Instruction; Achievement Gains; Instructional Material Evaluation; Intermode Differences; Control Groups; Experimental Groups; Matched Groups; Cohort Analysis; Quasiexperimental Design; Knowledge Level

Abstract:
Technology is becoming increasingly more important in the enhancement of educating university students. Very little research has been done regarding how the combination of educational technologies affects test scores, compared to the use of one technology alone. This research article examines whether the post-scores of nursing students increased by the type and combination of educational technology used in their instruction. By testing the use of various educational technologies and various combinations of these technologies on three different groups of learners, a pre- and post-test design was conducted to identify changes in post-test knowledge scores. Findings from this study suggest the use of combined educational technology may improve a student's ability to learn material as students in the group that used a combination of technologies scored higher on the knowledge post-test than the other groups studied. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Visual Impairments; Visual Acuity; Eye Movements; Rehabilitation; Differences; Cohort Analysis; Comparative Analysis

Abstract:
Age-related maculopathy is the leading cause of vision loss among adults in developed countries, and its prevalence is expected to double over the next decade. The two forms of age-related maculopathy--exudative and nonexudative--are capable of affecting the macula, with potential symptoms including decreased contrast sensitivity, decreased visual acuity, abnormal adaptation to the dark, and central or pericentral scotomas. When a central scotoma impairs the ability of the fovea to distinguish detail, one or more preferred retinal loci (PRL), also known as pseudo-foveas, naturally develop at eccentric retinal locations and become the new points of fixation. The location of the PRL varies from person to person, as does the ability to maintain steady fixation with the PRL and to use it for reading and activities of daily living. Fletcher and Schuchard (1997) reported the results of a study examining patterns of PRL ability and location relative to macular scotomas. They mapped dense scotomas and determined the location of the PRL in 1,339 eyes in 825 persons with a scanning laser ophthalmoscope during a standard low vision rehabilitation evaluation. Fletcher and Schuchard created a scoring system to measure the pursuit ability, fixation stability, and saccadic ability of the PRL. They determined the characteristics of dense scotomas within 2.5 degrees of the PRL or fovea. Of the 1,339 eyes, 84% (1,130) demonstrated an established PRL, ranging in size from 1.0 degrees to 9.0 degrees in diameter, and 82.5% had a central dense scotoma. The PRL had no dense scotomas on any border in 14.8% of the eyes. It had one, two, or three borders with a dense scotoma in 39.7%, 19.0%, and 9.0% of the eyes, respectively. Ring scotomas, bordering the PRL on four borders, were present in 17.4% of the eyes. Of the eyes with one scotomatous border, most had a field defect located either superior (39.0%) or to the right (33.7%). It was less common for the eyes to have field defects to the left or inferior, with 19.9% and 7.5% of the eyes, respectively. This report presents a 10-year comparison of these previous findings. It examines whether the PRL characteristics of persons with low vision remained steady over the ensuing decade. Changes in PRL and visual field characteristics among persons with low vision over time could have implications for the approaches of low vision rehabilitation professionals to training in eccentric viewing and other rehabilitation techniques. (Contains 4 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Emergent Literacy; Peer Influence; Academic Achievement; Self Management; Peer Groups; Peer Relationship; Achievement Gains; Protocol Analysis; Perceptual Motor Coordination; Cohort Analysis; Hierarchical Linear Modeling; Classroom Techniques; Predictive Measurement; Predictor Variables; Vocabulary Skills; Family Income; Educational Psychology

Abstract:
Classmates' academic skill level (peer effects) is emerging as an important predictor of individual student achievement, particularly in the early grades. However, less is known about the influence of peer effects with regard to classmates' self-regulation skills and whether they are associated with students' academic gains. Examining this is the purpose of the current study. Using a direct measure of self-regulation, the head-toes-knees-shoulders (HTKS), which assesses students' ability to coordinate their attention, ability to inhibit and switch tasks, and working memory, the classroom mean HTKS was computed to represent peer effects. With 2 cohorts of 1st graders, the effect of peers' self-regulation on literacy outcomes was examined, controlling for individual student self-regulation. In Cohort 1, 445 participants from 46 1st grade classrooms in 10 schools were included. In Cohort 2, 633 students in 68 classrooms in 18 schools were included. Using hierarchical linear modeling, peer effects predicted children's growth in passage comprehension (Cohen's d = 0.35 for Cohort 1 and 0.31 for Cohort 2) as well as their vocabulary growth (Cohen's d = 0.24 for Cohort 1 and 0.16 for Cohort 2). These were independent effects above that of individual children's fall self-regulation and school-wide percentage of students qualifying for the U.S. free and reduced price lunch program, which were both significantly related to student literacy outcomes. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Achievement; Teacher Effectiveness; Science Achievement; Program Effectiveness; Teaching Experience; Multiple Regression Analysis; Grade 8; Mathematics Achievement; Educational Trends; Trend Analysis; Time Factors (Learning); Time on Task; Economics; Cohort Analysis; Correlation; Developed Nations; Developing Nations

Abstract:
The purpose of this study was to simultaneously examine relationships between teacher quality and instructional time and mathematics and science achievement of 8th grade cohorts in 18 advanced and developing economies. In addition, the study examined changes in mathematics and science performance across the two groups of economies over time using data from the TIMSS 1995-2007 assessments. While economy did not account for variation in mathematics and science achievement, findings from regression analyses indicated significant relationships between school inputs and achievement in both groups of countries across the years. Teaching experience was a strong indicator of mathematics performance in developing countries, while instructional time was mildly related to achievement in both subjects in advanced economies. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (585K) |  More Info:
Help Find in a Library