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Descriptors:
Academic Achievement; Student Attitudes; Peer Relationship; Grade 5; Learner Engagement; Role; Socialization; Correlation; Outcomes of Education; Peer Influence; Longitudinal Studies; Surveys; Elementary School Students; Institutional Characteristics; Individual Characteristics; Family Characteristics

Abstract:
During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9% male, 51.4% White, 17.8% Hispanic, 7.6% African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed. 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:
Metacognition; Recall (Psychology); Time Management; Grade 3; Grade 5; Elementary School Students; Decision Making; Learning Strategies; Performance; Cognitive Development; Child Development; Measures (Individuals)

Abstract:
Middle childhood may be crucial for the development of metacognitive monitoring and study control processes. The first three experiments, using different materials, showed that Grade 3 and Grade 5 children exhibited excellent metacognitive resolution when asked to make delayed judgments of learning (JOLs, using an analogue scale) or binary judgments of knowing (JOKs, "know" or "don't know") without the target being present. (The delayed method used here also results in excellent metacognitive resolution in adults). In three subsequent experiments after making JOLs the children were asked to choose which items they would like to restudy to optimize learning. We then either honored or dishonored the children"s restudy choices, and tested their memory performance. In Experiment 4, honoring the children"s choices made no difference to final recall performance. Experiments 5 and 6 showed that when the computer, rather than the children, chose the items for restudy based on theoretical constraints proposed by the Region of Proximal Learning model of study time allocation, the children's recall performance improved. In all three experiments, Grade 3 children's choices were random. Whereas the Grade 5 children showed some indication of a metacognitively guided strategy of choosing the lowest JOL items for study, it did not, consistently, improve performance. Apparently, accurate metacognitive monitoring is largely in place in middle childhood, but is not yet converted into effective implementation strategies. This dissociation between metaknowledge and its implementation in choice behavior needs to be taken into account by educators aiming to design interventions to enhance learning in children at this age. 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; School Effectiveness; Accountability; Achievement Gains; Data Analysis; Correlation; Educational Quality; Evaluation Methods; Scores; Mathematics Tests; Psychometrics; Grade 4; Grade 5; Elementary School Students

Abstract:
Accountability systems that measure student learning rather than student achievement have the potential to more accurately evaluate school quality. However, one methodological concern has remained surprisingly absent from discussions of value-added modeling. Standardized assessments that exhibit either positive or negative correlations between achievement and achievement gains will produce value-added estimates that contradict actual patterns of school effectiveness. This study uses student-level state assessment data to explore the ramifications of these relationships for value-added indicators. Within this state's assessment, the author finds strong negative relationships between achievement and subsequent achievement gains--initially low-scoring students appeared to gain more than their high-achieving peers. Because students are not randomly assigned to schools by achievement, these child-level correlations strongly influence school-level value-added estimates, in some cases quite dramatically. However, the manifestation of these relationships varies across four different analytic techniques, depending on how a particular approach modeled the associations between initial status and gain. (Contains 6 tables, 2 figures and 4 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; Teacher Effectiveness; Elementary School Students; Grade 5; Teacher Persistence; Faculty Mobility; Elementary School Teachers; Labor Turnover; Teacher Influence; Language Arts; Reading Achievement; Mathematics Achievement; Scores; Racial Differences; Low Achievement; Grade 4; Urban Schools; At Risk Students; Minority Group Students; Observation

Abstract:
Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York City fourth- and fifth-grade student observations over 8 years. The results indicate that students in grade levels with higher turnover score lower in both English language arts (ELA) and math and that these effects are particularly strong in schools with more low-performing and Black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the distribution in teacher quality. (Contains 3 figures, 17 tables, and 16 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:
Foreign Countries; Children; Grade 3; Grade 4; Grade 5; Map Skills; Navigation; Spatial Ability; Research Design; Urban Areas; Novelty (Stimulus Dimension); Physical Activities; Cognitive Processes; Measures (Individuals); Interdisciplinary Approach

Abstract:
This article relates about some results of an interdisciplinary research project analyzing influencing factors of children's spatial orientation competence in real space carried out by geography educators and psychologists. The focus is on the concept of representation as a theoretical foundation. The research design for collecting data of independent and dependent variables (map-based orientation competence, MBO), and the self-developed measuring instrument are explained. Altogether, 328 pupils of third, fourth, and fifth grade (aged 8-12 years) were tested. The orientation competence of children in strange spaces was slightly above the average, and grew with age. The most spectacular increase was detected on the transition from third to fourth grade. Additionally, boys scored higher than girls. The results also showed that along with age and gender, spatial intelligence (mental rotation) and previous knowledge shape MBO. A limited influence can be attributed to self-concept and previous experiences, while interest has no influence on MBO at all. (Contains 6 tables and 3 figures.) 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:
Standard Setting (Scoring); Cognitive Processes; Mathematics Tests; Language Tests; English (Second Language); Second Language Learning; English Teachers; Mathematics Teachers; Grade 5; Cutting Scores; Influences; Feedback (Response); Developing Nations; Foreign Countries

Abstract:
Considerable research about standard setting has revolved around a U.S.-centric policy context. That is, over the past decade, conclusions about thought processes and the interaction of education policy and panelists' judgments have been based on assumptions of comparable policy settings. However, whether these assumptions generalize to other education contexts is to some extent unknown. This study addresses what standard setting panelists in a developing nation think about when making item performance estimates for students in various performance categories. Panelists were asked to respond to a set of questions at various stages of the standard setting workshop. The results suggested that panelists gained experience about standard setting procedure, understanding descriptions of the performance level categories, and making more consistent decisions on the test items. Most of the panelists were not influenced by the item p-value and impact data while making Round 2 ratings. However, the panelists did mention that the feedback data helped them to understand better the four performance level categories and provided a reality check of their Round 1 item performance estimates. Salient factors for panelists in this study are compared with findings from other research in the area. (Contains 8 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:
Academic Achievement; Validity; Motivation; Physical Education; Construct Validity; Factor Structure; Self Determination; Grade 5; Grade 6; Elementary School Students; Middle School Students; High School Students; Scores; Correlation; Foreign Countries; Team Sports; Likert Scales; Goodness of Fit; Reliability

Abstract:
The present study investigated the nomological validity of the Amotivation Inventory-Physical Education (Shen, Wingert, Li, Sun, & Rukavina, 2010b) scores by examining the associations of ability, effort, value, and task characteristics amotivation beliefs with self-determination theory variables. Data were collected from 401 fifth- and sixth-grade students, 416 middle-school students, and 401 high-school students. After providing support for the correlated four-factor structure, the hierarchical structure, internal consistency, and composite reliability of the Amotivation Inventory-Physical Education scores, large negative correlations emerged with perceived autonomy support by the PE teacher; needs for autonomy, competence, and relatedness; identified regulation; intrinsic motivation; and students' subjective vitality. Strong positive correlations were obtained with unidimensional amotivation and external regulation, and weak correlations were obtained with introjected regulation. Also, multidimensional amotivation beliefs partially mediated the relationship between the need for autonomy and subjective vitality. The results provided support for the nomological aspect of construct validity of the Amotivation Inventory-Physical Education scores. (Contains 5 tables and 4 figures.) 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; Mathematics Achievement; Program Effectiveness; Foreign Countries; Feedback (Response); Family Characteristics; Numeracy; Case Studies; Comparative Analysis; Models; Outcomes of Education; Scores; Accountability; Achievement Gains; Reading Achievement; Grade 6; Grade 4; Grade 5; Elementary School Students

Abstract:
Educational effectiveness research often appeals to "value-added models (VAM)" to gauge the impact of schooling on student learning net of the effect of student background variables. A huge amount of cross-sectional studies do not, however, meet VAM's requirement for longitudinal data. "Contextualised attainment models (CAM)" measure the influence of schools on student outcomes controlling for family background characteristics in cross-sectional studies. It is argued that the latter are adequate substitutes for student prior attainment. Drawing on data from a 3-point longitudinal study in the city of Berlin, Germany (n = 3,074), reading and mathematics achievement of primary students are investigated to assess effectiveness measures of schools. Estimates are compared for a 3-level growth curve analysis (VAM), a hierarchical linear model controlling for background characteristics (CAM), and one additionally controlling for prior achievement scores (prior attainment model). The article contributes to the enhancement of a feedback culture for cross-sectional study results. (Contains 5 tables, 5 figures and 6 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:
Learning Strategies; Problem Solving; Pictorial Stimuli; Grade 5; Elementary School Students; Task Analysis; Transfer of Training; Geometric Concepts; Cognitive Processes; Classification

Abstract:
This study explores changes in students' strategies as they solve different types of volume problems. Fifth graders were presented with pictures showing 3D objects and a unit cube; they determined how many cubes made up the object and explained their responses. We examined whether children transferred strategies across problem types, varying in terms of (a) availability of grids that divided objects into individual unit cubes, (b) order of items, (c) object shape, and (d) availability of the unit cube. Children's strategy choices varied systematically with object and task characteristics. They were more likely to use conceptually appropriate strategies when presented with grids. With non-gridded objects, they were more likely to treat a 3D object as a collection of 2D faces. Presenting gridded items first increased the use of conceptually appropriate strategies on the non-gridded items. We discuss findings in the context of Siegler's theory of strategy choice and address educational implications. (Contains 3 figures and 12 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:
Testing Accommodations; Science Tests; Equated Scores; Grade 5; Elementary School Students; Disabilities; English Language Learners; Item Response Theory; High Stakes Tests; Cutting Scores

Abstract:
The purpose of this study is to utilize Score Equity Assessment (SEA) to examine measurement comparability and equity in reported scores on a statewide fifth-grade science assessment with respect to groups of students defined by disability status, English Language Learner status and use of test accommodations. Benefits of SEA include a focus on equity in reported scores, the connection of SEA to equal construct assessment, and no a priori assumptions about how accommodations should affect the mean test scores of subpopulations. The findings of this study indicate that students with disabilities and English language learners who utilized accommodations on this assessment displayed a slightly higher degree of measurement comparability to the overall population of test takers than did students with disabilities and students who are English Language Learners who did not utilize accommodations. This study supports the use of SEA to assess equity in reported scores and the validity of inferences based on accommodated test scores. (Contains 5 figures and 5 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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