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- Graduate Council Minutes (7)
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Articles 1 - 25 of 25
Full-Text Articles in Education
Pisa 2018: Reporting Australia’S Results. Volume I Student Performance, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018: Reporting Australia’S Results. Volume I Student Performance, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who are nearing the end of their compulsory schooling in most participating educational systems, are prepared to use the knowledge and skills in particular areas to meet real-life opportunities and challenges. The term literacy is attached to the assessment domains of reading, mathematics and science to reflect the focus on these broader skills and as a concept it is used in a much …
Pisa 2018 In Brief I. Student Performance, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018 In Brief I. Student Performance, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
This document provides a summary of student performance in the Programme for International Student Assessment (PISA) 2018 assessment and tells us about their capacities to apply knowledge and skills in the domains of reading, mathematical, and scientific literacy. In 2018, 79 countries and economies including Australia participated in PISA. The focus of this report is Australia’s performance results in an international context. It covers Australia’s performance over time, results for the Australian states and territories, school sectors, female and male students, the geographic location of schools, socioeconomic background, Indigenous background, immigrant background and language spoken at home.
Reporting Student Learning, Hilary Hollingsworth, Jonathan Heard
Reporting Student Learning, Hilary Hollingsworth, Jonathan Heard
NSW Curriculum Review
This paper is one of six research ‘backgrounders’ to support the 2018–20 review of the New South Wales (NSW) curriculum. It focuses on reporting student learning, which has been identified as an area of interest in the review. This paper seeks to present an evidence base, based on a rapid review of relevant research literature, to inform considerations related to student reporting practice reform.
The Minutes Of The Marshall University Graduate Council Meeting, November 22, 2019, Marshall University Graduate Council
The Minutes Of The Marshall University Graduate Council Meeting, November 22, 2019, Marshall University Graduate Council
Graduate Council Minutes
No abstract provided.
Communicating Student Learning Progress: A Review Of Student Reporting In Australia, Hilary Hollingsworth, Jonathan Heard, Paul R. Weldon
Communicating Student Learning Progress: A Review Of Student Reporting In Australia, Hilary Hollingsworth, Jonathan Heard, Paul R. Weldon
Assessment and Reporting
The Communicating Student Learning Progress project was initiated to investigate questions relating to the effectiveness of current methods of communicating student progress, the extent to which they are valued by stakeholders, whether they are considered to provide quality information about student learning, and whether there are alternative designs for these activities that might be more effective. The project took place over a three-year period from July 2016 to June 2019.
Communicating Student Learning Progress: A Review Of Student Reporting In Australia. Findings In Brief, Hilary Hollingsworth, Jonathan Heard, Paul R. Weldon
Communicating Student Learning Progress: A Review Of Student Reporting In Australia. Findings In Brief, Hilary Hollingsworth, Jonathan Heard, Paul R. Weldon
Assessment and Reporting
The Communicating Student Learning Progress project was initiated to investigate questions relating to the effectiveness of current methods of communicating student progress, the extent to which they are valued by stakeholders, whether they are considered to provide quality information about student learning, and whether there are alternative designs for these activities that might be more effective. The project took place over a three-year period from July 2016 to June 2019.
The Southeast Asia Primary Learning Metrics Program: Thinking Globally In A Regional Context, Unicef, Southeast Asian Ministers Of Education Organization (Seameo)
The Southeast Asia Primary Learning Metrics Program: Thinking Globally In A Regional Context, Unicef, Southeast Asian Ministers Of Education Organization (Seameo)
Assessment and Reporting
The Southeast Asia Primary Learning Metrics (SEA-PLM) program is a regional assessment that aims to set a common approach to assessing the learning outcomes of students at Grade 5. As an alternative to international large-scale assessments and national assessments, SEA-PLM has developed a set of assessment and survey instruments for the Southeast Asian region. Designed to be a system-level monitoring tool of educational quality and equity, SEA-PLM covers four domains: mathematics, reading, writing and global citizenship. The assessment also includes questionnaires that gather important contextual information from students, parents, teachers and school principals. A key feature of the SEA-PLM assessment …
School Readiness Profiles And Growth In Academic Achievement, Qianqian Pan, Kim T. Trang, Hailey R. Love, Jonathan Templin
School Readiness Profiles And Growth In Academic Achievement, Qianqian Pan, Kim T. Trang, Hailey R. Love, Jonathan Templin
Educational & Clinical Studies Faculty Research
The purpose of this research was to identify the presence of different school readiness profiles and to determine whether profiles could differentially predict academic growth. The Early Childhood Longitudinal Study: 2010-11 (ECLS-K: 2011) public data set was used, and participants were 14,954 first-time kindergarteners. The age of entering kindergarten ranged from 44.81 to 87.98 months with a mean of 76.13 months. In Study 1, a six-dimensional construct of school readiness was used: health, self-regulation, social and emotional development, language development, cognitive development, and approaches to learning. Results revealed 41 profiles with the top six school readiness profiles covering 85% of …
The Minutes Of The Marshall University Graduate Council Meeting, October 30, 2019, Marshall University Graduate Council
The Minutes Of The Marshall University Graduate Council Meeting, October 30, 2019, Marshall University Graduate Council
Graduate Council Minutes
No abstract provided.
How Traditional Grading Contribute To Student Inequities And How To Fix It, Laura J. Link, Thomas R. Guskey
How Traditional Grading Contribute To Student Inequities And How To Fix It, Laura J. Link, Thomas R. Guskey
Educational, School, and Counseling Psychology Faculty Publications
Grades have long been identified by those in the measurement community as prime examples of unreliable measurement (Brookhart, 1994; Stiggins, Frisbie, & Griswold, 1989). What one teacher considers in calculating students’ grades may differ greatly from another teacher (Guskey & Link, 2019; McMillan, 2001; McMillan, Myran, & Workman, 2002). A major factor contributing to the unreliability of grades is teachers’ inclusion of aspects of students’ behavior in the grades they assign. Despite the recommendation of experts to separate behavior from academic achievement in formulating students’ grades, teachers at all grade levels typically include student behavior as a contributing factor in …
Let’S Talk: An Examination Of Parental Involvement As A Predictor Of Stem Achievement In Math For High School Girls, Nicol R. Howard, Keith E. Howard, Randy T. Busse, Christine Hunt
Let’S Talk: An Examination Of Parental Involvement As A Predictor Of Stem Achievement In Math For High School Girls, Nicol R. Howard, Keith E. Howard, Randy T. Busse, Christine Hunt
Education Faculty Articles and Research
This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 girls for our analyses. A scale for measuring parent conversations was developed and regression analyses were conducted to examine whether this scale variable predicted mathematics achievement. Results indicated that conversational parental involvement was a significant predictor of mathematics achievement for Black and White girls, but not Hispanic and Asian. Implications for research and policy initiatives are …
The Minutes Of The Marshall University Graduate Council Meeting, August 30, 2019, Marshall University Graduate Council
The Minutes Of The Marshall University Graduate Council Meeting, August 30, 2019, Marshall University Graduate Council
Graduate Council Minutes
No abstract provided.
Institutional Adoption And Implementation Of A Mandated Community College First Year Experience Course, Carmen Varney Purpus
Institutional Adoption And Implementation Of A Mandated Community College First Year Experience Course, Carmen Varney Purpus
Dissertations
This purpose of the research study is two-fold. The first aim is to establish strategies that can guide community colleges interested in the implementation of a mandated First Year Experience course as well as to identify barriers community colleges may encounter to help them move from desiring a mandated student success course to acting to create one. It is widely believed that student success course helps students learn to be successful, but it is not a widely accepted practice to mandate it for all students.
The second objective is to add to the limited body of research. A nonexperimental descriptive …
Social/Emotional Interventions And Their Impact On Student Achievement, Janee Carson
Social/Emotional Interventions And Their Impact On Student Achievement, Janee Carson
Master's Theses & Capstone Projects
This purpose of this action research project was to determine the impact of combining social, emotional, behavioral and academic interventions and their effects on academic achievement for at-risk elementary students. Data was collected from SAEBRS to determine social/emotional risk and the FAST Early Literacy Universal Screener to determine academic risk. For twelve weeks the researcher implemented Resiliency interventions and targeted 1-on-1 literacy interventions. This was done in addition to Tier 1 classroom interventions and Tier 2 Title interventions. The intervention program was implemented every school day for 15 minutes. The teacher began each intervention session by allowing the student to …
Options For Reporting Against 4.1.1 When Using National Assessment Programs, Goran Lazendic
Options For Reporting Against 4.1.1 When Using National Assessment Programs, Goran Lazendic
Assessment and Reporting
The Sustainable Development Goals are 17 broad aspirations for social and economic development set by the United Nations in 2015. One of these goals, enumerated SDG 4, is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The progress towards each goal is measured by a set of indicators. In monitoring progress towards SDG 4, the UNESCO Institute for Statistics (UIS) is working on an approach to measuring indicator 4.1.1: Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving …
The Minutes Of The Marshall University Graduate Council Meeting, April 26, 2019, Marshall University Graduate Council
The Minutes Of The Marshall University Graduate Council Meeting, April 26, 2019, Marshall University Graduate Council
Graduate Council Minutes
No abstract provided.
The Minutes Of The Marshall University Graduate Council Meeting, March 22, 2019, Marshall University Graduate Council
The Minutes Of The Marshall University Graduate Council Meeting, March 22, 2019, Marshall University Graduate Council
Graduate Council Minutes
No abstract provided.
Feeling Safe At School – What Does The Research Say?, Sue Thomson
Feeling Safe At School – What Does The Research Say?, Sue Thomson
Teacher columnist - Sue Thomson
Most people would argue that children should feel safe at school. For some children, school is possibly the only place in which they feel safe. However, when we see reports of school shootings and large-scale violence in school communities in other countries, we are reminded that this is not universal. On a more day-to-day level, bullying, and cyberbullying in particular, can significantly influence students’ perceptions of school safety. However, the ramifications of bullying on students’ levels of stress and wellbeing are not always considered as elements of school climate.
Considering Physical Well-Being, Self-Perceptions, And Support Variables In Understanding Youth Academic Achievement, Erin E. Centeio, Cheryl L. Somers, E. Whitney G. Moore, Alex Garn, Noel Kulik, Jeffrey Martin, Bo Shen, Nate Mccaughtry
Considering Physical Well-Being, Self-Perceptions, And Support Variables In Understanding Youth Academic Achievement, Erin E. Centeio, Cheryl L. Somers, E. Whitney G. Moore, Alex Garn, Noel Kulik, Jeffrey Martin, Bo Shen, Nate Mccaughtry
Kinesiology, Health and Sport Studies
The purpose of this study was to examine the relation between measures of students’ physical well-being and self-perception and their academic achievement. Specifically, we look at students’ social support for physical activity, physical activity perceptions, self-concept, self-efficacy, health behaviors, and cardiorespiratory fitness (as measured by the progressive aerobic cardiovascular endurance run [PACER] test). Students (n = 697 fifth graders) were surveyed at the beginning of the school year. A two-group path analysis revealed notable relationships between the predictor variables and proximal and distal outcomes, with some paths moderated by sex. One relationship that was significant for both sexes was …
The Minutes Of The Marshall University Graduate Council Meeting, March 1, 2019, Marshall University Graduate Council
The Minutes Of The Marshall University Graduate Council Meeting, March 1, 2019, Marshall University Graduate Council
Graduate Council Minutes
No abstract provided.
Growth To Achievement: On-Demand Resources For Teachers, Christine Cawsey Am, John Hattie, Geoff N. Masters Ao
Growth To Achievement: On-Demand Resources For Teachers, Christine Cawsey Am, John Hattie, Geoff N. Masters Ao
Monitoring Learning
A central finding of the Review to Achieve Educational Excellence in Australian Schools (the Excellence Review) was that learning progressions can help teachers tailor their teaching to support students’ achievement through continuous learning growth. Aligned, online and on-demand assessments, combined with professional learning and resources, will aid the use and interpretation of learning progressions in order to maximise the learning growth and attainment of every student every year. The Commonwealth Minister for Education and Training has established an expert reference panel to shape a shared vision for this important work and provide advice on how to take it forward. The …
The Minutes Of The Marshall University Graduate Council Meeting, January 25, 2019, Marshall University Graduate Council
The Minutes Of The Marshall University Graduate Council Meeting, January 25, 2019, Marshall University Graduate Council
Graduate Council Minutes
No abstract provided.
Impact Of Experience Corps® Participation On Children’S Academic Achievement And School Behavior, George W. Rebok, Jeanine M. Parisi, Jeremy S. Barron, Michelle C. Carlson, Ike Diibor, Kevin D. Frick, Linda P. Fried, Tara L. Gruenewald, Jin Huang, Sylvia Mcgill, Christine M. Ramsey, William A. Romani, Teresa E. Seeman, Erwin Tan, Elizabeth K. Tanner, Li Xing, Qian-Li Xue
Impact Of Experience Corps® Participation On Children’S Academic Achievement And School Behavior, George W. Rebok, Jeanine M. Parisi, Jeremy S. Barron, Michelle C. Carlson, Ike Diibor, Kevin D. Frick, Linda P. Fried, Tara L. Gruenewald, Jin Huang, Sylvia Mcgill, Christine M. Ramsey, William A. Romani, Teresa E. Seeman, Erwin Tan, Elizabeth K. Tanner, Li Xing, Qian-Li Xue
Psychology Faculty Articles and Research
This article reports on the impact of the Experience Corps® (EC) Baltimore program, an intergenerational, school-based program aimed at improving academic achievement and reducing disruptive school behavior in urban, elementary school students in Kindergarten through third grade (K-3). Teams of adult volunteers aged 60 and older were placed in public schools, serving 15 h or more per week, to perform meaningful and important roles to improve the educational outcomes of children and the health and well-being of volunteers. Findings indicate no significant impact of the EC program on standardized reading or mathematical achievement test scores among children in grades 1–3 …
Predictors Of Adolescents’ Interest In Stem Majors And Careers, Ei Myint
Predictors Of Adolescents’ Interest In Stem Majors And Careers, Ei Myint
Calvert Undergraduate Research Awards
Advanced Research Winner 2019:
The United States currently faces a shortage of qualified workers in fields related to science, technology, engineering, and math (STEM). The first critical step in preventing the labor shortage in STEM is understanding the factors that guide adolescents toward STEM pursuits. Drawing on Eccles’ expectancy-value theory (EVT), the current study aims to identify factors that are relevant to adolescents’ interest in STEM majors and careers. Data were collected from 629 adolescents (Mage = 16.09). Participants attended a high school in northern California and predominantly identified as Asian American (82% of the sample). Preliminary analyses …
The Preparation And Certification Of School Librarians: Using Causal Educational Research About Teacher Characteristics To Probe Facets Of Effectiveness, Sue C. Kimmel, Marcia A. Mardis, Shana Pribesh, Laura A. Pasquini, Barbara Schultz-Jones, Faye R. Jones, Lois D. Wine, Lenese M. Colson
The Preparation And Certification Of School Librarians: Using Causal Educational Research About Teacher Characteristics To Probe Facets Of Effectiveness, Sue C. Kimmel, Marcia A. Mardis, Shana Pribesh, Laura A. Pasquini, Barbara Schultz-Jones, Faye R. Jones, Lois D. Wine, Lenese M. Colson
STEMPS Faculty Publications
How do we define a high-quality school librarian? Decades of educational researchers have attempted to link teacher characteristics—such as how teachers are prepared, which credentials they carry, and years of experience—to student outcomes. These researchers have contended that individual educator attributes may have a direct effect on what and how much their students learn. School librarians are also teachers who have direct student contact, and although numerous studies have indicated that school librarian preparation, licensure, and other background characteristics are promising areas for further direct exploration, researchers have yet to examine if, how, and why school librarians’ certification or preparation …