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1. Impact of a Pre-Semester College Orientation Program: Hidden Benefits? (EJ806241)
Author(s):
Perrine, Rose M.; Spain, Judith W.
Source:
Journal of College Student Retention: Research, Theory & Practice, v10 n2 p155-169 2008-2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Student Adjustment; College Freshmen; Grade Point Average; School Holding Power; School Orientation; Program Effectiveness; Longitudinal Studies; College Credits; Academic Persistence; Gender Differences; Age Differences; Racial Differences; Attendance Patterns; Predictor Variables
Abstract: The present research was a two-year longitudinal study on the effects of a six-day, optional, pre-semester, freshman orientation program on academic credits earned, GPA and college retention. Regression analyses were used to remove the variance associated with other possible predictors of academic success (gender, age, race, developmental need, ACT, high school GPA, and transfer status) before testing these academic effects. Attendance at the orientation program accounted for less than 1% of the variability in one-year and two-year credits earned and grade point average. Attendance did not significantly predict one-or two-year retention. We discuss methodological issues, whether orientation programs might benefit institutions in non-obvious ways, and suggest avenues for future research. (Contains 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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2. How Can Children Tell Us about Their Wellbeing? Exploring the Potential of Participatory Research Approaches within "Young Lives" (EJ813582)
Crivello, Gina; Camfield, Laura; Woodhead, Martin
Social Indicators Research, v90 n1 p51-72 Jan 2009
2009-01-00
Journal Articles; Reports - Evaluative
Descriptors: Participatory Research; Poverty; Research Methodology; Foreign Countries; Well Being; Social Indicators; Longitudinal Studies; Developing Nations; Data Collection; Risk; Children; Adolescents
Abstract: "Wellbeing" is a key concept in the study of children's lives over time, given its potential to link the objective, subjective, and inter-subjective dimensions of their experiences in ways that are holistic, contextualized and longitudinal. For this reason wellbeing is one of the core concepts used by Young Lives, a 15-year project (2000-2015) that follows the lives of 12,000 children growing up in the context of poverty in Ethiopia, Peru, Vietnam and Andhra Pradesh (India) (see http://www.younglives.org.uk). This paper examines a selection of methods being used by Young Lives to capture aspects of child wellbeing in the context of a range of children's life experiences related to poverty, specific risks and protective processes. It draws on a review of the literature on child-focused methods and on recent experiences piloting three core qualitative methods in the four study countries. The paper reports the development of a methodology that is child-centred, but also acknowledges that every child is embedded within a network of social and economic relationships. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Wellbeing Research in Developing Countries: Reviewing the Role of Qualitative Methods (EJ813586)
Camfield, Laura; Crivello, Gina; Woodhead, Martin
Social Indicators Research, v90 n1 p5-31 Jan 2009
Descriptors: Poverty; Research Methodology; Foreign Countries; Well Being; Developing Nations; Social Indicators; Children; Adults; Holistic Approach; Social Science Research; Evaluation Methods; Qualitative Research; Research Projects; Longitudinal Studies
Abstract: The authors review the contribution of qualitative methods to exploring concepts and experiences of wellbeing among children and adults living in developing countries. They provide examples illustrating the potential of these methods for gaining a holistic and contextual understanding of people's perceptions and experiences. Some of these come from Young Lives, an innovative long-term international research project investigating the changing nature of child poverty in India, Ethiopia, Peru and Vietnam (http://www.younglives.org.uk), and others from the Wellbeing in Developing Countries ESRC research group (WeD), an international, inter-disciplinary project exploring the social and cultural construction of wellbeing in Bangladesh, Ethiopia, Peru and Thailand (http://www.welldev.org.uk). The authors show how qualitative methods can be used both alongside and as part of the development of sensitive and relevant quantitative measures, and provide some practical and methodological recommendations. They propose that qualitative approaches are essential in understanding people's experiences of wellbeing, both now and in the future. However, the authors caution that while these offer many benefits, for example, a less structured and hierarchical engagement between researcher and participant; they require time, energy, and sensitivity. Qualitative methods also work best when used by trained and experienced researchers working in the local language/s in a community where some rapport has already been established. Finally, the paper recommends combining data from qualitative and quantitative approaches (e.g. psychological measures or household surveys) to enhance its explanatory power. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Early Phonological and Lexical Markers of Reading Disabilities (EJ819993)
Smith, Susan Lambrecht
Reading and Writing: An Interdisciplinary Journal, v22 n1 p25-40 Jan 2009
Descriptors: Reading Difficulties; Grade 2; Learning Disabilities; Language Processing; Phonological Awareness; Young Children; Longitudinal Studies; Educational Diagnosis; Vocabulary
Abstract: Phonological and lexical characteristics of 30-month-old children's spontaneous language samples were examined as indicators of later reading outcome. Participants were 27 children, 10 children with reading disability and 17 children without reading disability. Of the non-disabled readers, 7 were at high familial risk for reading disability, and 10 came from families with no history of reading difficulties. Children later identified as reading disabled at second grade and beyond demonstrated narrower lexical diversity and simpler phonological forms as compared to the normal reading participants. Implications of reduced phonological complexity in the productive lexicons of reading disabled children are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Effects of Motivational and Cognitive Variables on Reading Comprehension (EJ819994)
Taboada, Ana; Tonks, Stephen M.; Wigfield, Allan; Guthrie, John T.
Reading and Writing: An Interdisciplinary Journal, v22 n1 p85-106 Jan 2009
Descriptors: Reading Comprehension; Predictor Variables; Reading Motivation; Student Motivation; Grade 4; Multiple Regression Analysis; Longitudinal Studies; Reading Research; Cognitive Processes; Reading Strategies
Abstract: The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N = 205) completed measures of reading comprehension in September and December of the same year, and measures of background knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from multiple regression analyses showed that motivation, background knowledge, and cognitive strategy-use made significant, independent contributions to children's reading comprehension when the other predictor variables were controlled. Further analyses showed the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations of the observed relations between motivation, cognitive variables, and reading comprehension are presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Placement and Permanency Outcomes for Children in Out-of-Home Care by Prior Inpatient Mental Health Treatment (EJ820406)
Park, Jung Min; Ryan, Joseph P.
Research on Social Work Practice, v19 n1 p42-51 2009
Descriptors: African American Children; Child Welfare; Mental Health; Foster Care; Outcomes of Treatment; Placement; Mental Health Programs; Longitudinal Studies; Regression (Statistics); Records (Forms); Health Insurance; Risk; Health Services; Whites; Needs Assessment
Abstract: Objective: This longitudinal study followed 5,978 children in out-of-home care to examine whether placement and permanency outcomes differ between children with and without a history of inpatient mental health treatment. Method: Data were drawn from child welfare and Medicaid records from the state of Illinois. Logistic regression and survival analysis were applied. Results: A history of inpatient mental health treatment preceding out-of-home placement was associated with an increased risk for placement instability for White children and a decreased likelihood of achieving permanency for African American children. Conclusions: Children with an inpatient mental health treatment episode may benefit from assessment of service needs upon their entry into out-of-home care and continued follow-ups for reducing placement disruptions and facilitating timely permanence. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Impact of Familial and Environmental Factors on the Adjustment of Immigrants: A Longitudinal Study (EJ820924)
Slonim-Nevo, Vered; Mirsky, Julia; Rubinstein, Ludmila; Nauck, Bernhard
Journal of Family Issues, v30 n1 p92-123 2009
Descriptors: Immigrants; Adjustment (to Environment); Family Influence; Longitudinal Studies; Self Esteem; Family Relationship; Language Proficiency; Social Discrimination; Fathers; Adults; Adolescents; Mothers; Psychological Patterns; Stress Variables; Comparative Analysis; Marital Satisfaction; Foreign Countries
Abstract: This study examined the impact of family interaction, perceived discrimination, stressful life events, and the hosting country on the adjustment of Israeli and German immigrants. Results show that changes in self-esteem between the 1st year of immigration and 2 and 4 years later were significantly related to family relations: the better the functioning, the greater the improvement. The patterns of relationships in the family, however, only partially explained changes in psychological well-being and language proficiency. Perceived discrimination explained discrepancies over time in psychological well-being among fathers and adolescents and the discrepancies in language proficiency among mothers: the lower the discrimination, the greater the improvement. Adult immigrants who experienced more stressful life events presented deterioration in their psychological well-being over time. Finally, adults who immigrated to Germany were more likely to acquire the new language than their counterparts who immigrated to Israel. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Effects of Exemptions to Florida's Test-Based Promotion Policy: Who Is Retained?--Who Benefits Academically? (EJ821784)
Greene, Jay P.; Winters, Marcus A.
Economics of Education Review, v28 n1 p135-142 Feb 2009
2009-02-00
Descriptors: Academic Achievement; Probability; Minority Groups; White Students; Student Promotion; Grade Repetition; Educational Policy; Grade 3; Educational Testing; Reading Achievement; Longitudinal Studies; Disproportionate Representation; High Stakes Tests
Abstract: We evaluate the impact of Florida's test-based promotion policy on the probability that low-performing students are retained using data on the universe of third-grade students in the state of Florida from 2001 to 2004. We also examine the effect of formal exemptions to the policy on student proficiency in reading two years later. In an evaluation of retention for third-grade students over time with a logit model we find that Florida's policy has increased the probability that minority students are retained to a greater extent than white students. Contrary to previous research, this differential retention occurs after controlling for student academic proficiency. However, in an evaluation of the academic performance of students who were in the first class subject to the retention policy, we find that retained students outperform students who received an exemption from the policy in reading two years after baseline, indicating that on average exemptions have not been granted to those individuals who would benefit from promotion. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Implications of Changing Educational and Family Circumstances for Children's Grade Progression in Rural Pakistan: 1997-2004 (EJ821787)
Lloyd, Cynthia B.; Mete, Cem; Grant, Monica J.
Economics of Education Review, v28 n1 p152-160 Feb 2009
Descriptors: Females; Dropout Rate; Dropouts; Foreign Countries; Rural Areas; Developing Nations; Longitudinal Studies; Social Indicators; Educational Environment; Gender Differences; Predictor Variables; Correlation; Grade Repetition; Economics; Student Promotion; Economic Factors; Student Characteristics; Elementary School Students; Middle School Students
Abstract: We assess factors affecting primary and middle school dropout in rural Punjab and NorthWest Frontier Province over 6 years (1997-2004). These data are unique in a developing-country setting in longitudinally tracking changes in both school and household environments. While grade retention has improved, girls' dropout rates remain fairly high. Results suggest the importance of both household and school factors. For girls, arrival in the family of an unwanted birth in the last 6 years and enrollment in a government (not private) primary school significantly increase the likelihood of dropout, whereas availability of post-primary schooling, having a mother who attended school, and living in a better-off household reduce the probability of dropout. For boys, school quality, measured by the percent of residential teachers in the primary school, and living in a more developed community significantly reduce the probability of dropping out; loss of household remittances significantly increases the likelihood of dropout. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Intelligence-Religiosity Nexus: A Representative Study of White Adolescent Americans (EJ821844)
Nyborg, Helmuth
Intelligence, v37 n1 p81-93 Jan-Feb 2009
Descriptors: Thinking Skills; Income; Intelligence Quotient; Intelligence; Religion; Adolescents; Longitudinal Studies; Beliefs; Religious Factors; Role of Religion; Age Differences
Abstract: The present study examined whether IQ relates systematically to denomination and income within the framework of the "g" nexus, using representative data from the National Longitudinal Study of Youth (NLSY97). Atheists score 1.95 IQ points higher than Agnostics, 3.82 points higher than Liberal persuasions, and 5.89 IQ points higher than Dogmatic persuasions. Denominations differ significantly in IQ and income. Religiosity declines between ages 12 to 17. It is suggested that IQ makes an individual likely to gravitate toward a denomination and level of achievement that best fit his or hers particular level of cognitive complexity. Ontogenetically speaking this means that contemporary denominations are rank ordered by largely hereditary variations in brain efficiency (i.e. IQ). In terms of evolution, modern Atheists are reacting rationally to cognitive and emotional challenges, whereas Liberals and, in particular Dogmatics, still rely on ancient, pre-rational, supernatural and wishful thinking. (Contains 9 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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