Few studies combine socioeconomic, sociocultural, and linguistic perspectives in a much-needed “ecological and multidimensional view of language minority children’s development” (Gonzalez, 2001, para. 1; see also Cummins, 2000) to fully understand academic outcomes. Thus it is not surprising that the outcomes for immigrant ESL students in the Canadian context are unclear. Worswick (2001) and Samuel et al. (2001) find that immigrant outcomes, in- cluding those of ENFL students, equal or exceed those of native English-speak- ing Canadians. By contrast, another corpus of work indicates massive ESL (i.e., ENFL) school dropout rates (Derwing, DeCorby, Ichikawa & Jamieson, 1999; Watt & Roessingh, 1994, 2001) or disappearance from academic courses (Gunderson, 2004, 2007). Notwithstanding these studies, Chow (2004) reminds us of the “paucity of research on the school performance of minorities in Canada” (para. 4) despite the continual influx of immigrants to Canada. This study addresses this gap by using an existing large, recent dataset to examine the effects of the diverse background factors identified on students’ voluntary participation and performance in provincially examinable academicsubjects.
Quality education and conducive learning environment in the area is still lacking. Currently, the existing secondary schools, which are also sparsely scattered in the area, mainly focus on the conventional academicsubjects that leave students with no vocational skills acquired for the entire period of four or six years spent at school. Vocational skills would help them create their own jobs and improve livelihoods after secondary school, even with out University education.
B eyond the intrinsic value of music to cultures worldwide, education in music has benefits for young people that transcend the musical domain. The Arts Education Partnership (AEP) reviewed an extensive body of research to identify high- quality, evidence-based studies that document student learning outcomes associated with an education in and through music. The results show conclusively that music education equips students with the foundational abilities to learn, to achieve in other core academicsubjects, and to develop the capacities, skills and knowledge essential for lifelong success.
The federal Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act (NCLB), requires all teachers of core academicsubjects to be “highly qualified.” In general, ESEA requires that each teacher must have: (1) a bachelor’s degree, (2) a state credential (or an Intern Certificate/Credential for no more than three years), and (3) demonstrated subject-matter competence for each core subject he or she will teach.
There is one overriding question for this research project: What is the perception of academic law school librarians and staff concerning the relationship between the institutional mission and the law school library collection and its services? While the American Bar Association’s current standards clarify that an accredited law school must maintain an effective library that serves the purpose of the affiliated law school, it is important to explore how law school libraries carry out effective services exactly. For example, does a library affiliated with a law school that places a strong emphasis on legal studies and research as academicsubjects have requisite materials and services to assist students in learning those subjects? Conversely, does a law school library at a law school whose primary mission is to train students for the legal profession have the proper academic support to prepare students for careers in their respective fields? Also,
Early-exit Bilingual Transitional Bilingual Program: Collaboration serves English learners from the same language background placed in mainstream classrooms. Core academicsubjects are initially taught in the home language of the English learner and in English through a co- teaching or pull-out model, with a gradual shift to instruction in English only. Intentional and meaningful collaboration between teachers serving the English learners is required. In a departmentalized setting, home language instruction is offered through co-teaching or during a separate instructional period.
mathematics and physics, excluding general studies IB Diploma: 30 points, including 5 points in mathematics (Higher Level) and 5 points in physics (Higher Level) STPM: B+B+B+, including mathematics and physics, excluding Pengajian Am UEC: 5 As including chemistry, mathematics and physics, and grade B in 2 further academicsubjects, excluding Chinese language SAM or other Australian matriculations: ATAR 86 including chemistry, mathematics and physics Canadian (CIMP/ICPU): 88% average based on 6 subjects, including mathematics and science subjects (consideration to be made based on relevant subjects)
CTE blends academicsubjects like math and writing with jobs you’d actually like to do! So while you’re learning about right angles or how to write a report, you’re also able to create a business plan or use a miter saw to build something. And if you like what you’re learning, you can dig deeper into the subject and in some cases earn both high school and college credits. Find out more about CTE Career Clusters at www.k12.wa.us/CareerTechEd/Clusters/default.aspx.
We acknowledge, of course, that we cannot cleanly identify the causal relationship between these mathematics-related psychological traits and math performance. Our observations concerning self-concept and self-assessment are, however, compatible with the existence of a channel of influence running from the educational environment to the student’s mindset which, in turn, affects her academic performance. This circuitous channel of influence does, of course, not exclude a more direct effect of single-sex education on academic performance. As a matter of fact, our empirical evidence is suggestive of such a direct effect which is, moreover, likely to amplify the psychological effect because better performance helps to build up self-confidence. In any event, we conclude that the described influence of single-sex education on the female students’ mindset is an important driver of the identified correlation between single-sex education and academic performance because this mechanism is in line with the accumulating evidence that single-sex education engenders a specific kind of social learning. Single-sex education appears, for example, to give rise to more competitive behavior (Booth and Nolen 2012a) and lower levels of risk aversion (Booth and Nolen 2012b). On a more methodological level, it is worthwhile to point out that our survey-based observations nicely back up our claim that the observed effect of single-sex education is not likely to be attributable to capricious grading. Note, finally, that an enhanced self-confidence of students educated in single-sex classes can be beneficial in itself since it renders female students less reluctant to choose further education in challenging subjects (see, for example, Compte and Postlewaite, 2004; Schneeweis and Zweimüller, 2009).
This paper highlights on the impact of pre-primary education on academic achievements of students at elementary level. The study was conducted in Nayagarh district on 120 sampled students. The findings of the study revealed that the students with Pre-Primary Education perform better in their oral and written test in Language, Numerical, Science and Social studies better than the students without Pre-Primary Education. The children with pre-primary education performed better than the children without Pre-Primary Education in language ability. The students with pre-primary school experience performed better in Numerical ability than the students without Pre-Primary Education experience. The children with Pre-primary Education performed better than the children without Pre-Primary Education in Science. There exists a significant difference between the achievement in social Studies of children with and without Pre-Primary.
Low achievers are those students who perform academically poor as evidenced or shown in their school academic records. This category of students is identified through their record of results with Anambra State Universal Basic Education Board (ASUBEB, 2017) and the testimonies of their teachers. According to Vanauker-Ergle (2012), a low achiever is someone who achieves less than those around him. The author further stated that, children who are low achievers generally have a below average intelligent quotient (less than 100 IQ) and struggle in the classroom to keep up with general academic requirements. These low achieving students may not be part of nation builders because they drop out of school, join bad gang, underemployed, unemployed and also violent offenders. Notwithstanding, certain strategies could be put in place to help low achieving students improve academically. The strategies may include the use of pre-test technique, calling on low achievers regularly to answer questions, using descriptive praise, communicating high expectations, use of peer tutoring and so on. The present study focuses on peer tutoring technique.
• Demonstrate the integration and application of academic and occupational skills in school learning, work and personal lives. • Use academic knowledge and skills in an occupational context and demonstrate the application of these skills using a variety of communication techniques.
In teaching geometry, according to Soemadi (1994), there are known global methods and methods of unity. The global method is inductive and begins with the observation of the whole thing, followed by observation and recognition of its parts. The method of unanimity begins by introducing elements, then, the elements are compiled. In this method, the two and three dimensional spaces are separated and the concepts are axially deductive. To prove some theorems axioms, postulates and previous theorems are used. In teaching geometry of unity, there is a strict sequence to the understanding and its theorems. Based GBPP (Indonesian Curriculum) 1994 for junior mathematics subjects, it can be observed that there is a new approach, which introduced the deductive approach. It is said to be a new approach for junior high school students, because the previous curriculum of the 1984 curriculum, teaching geometry using an inductive approach. In the introduction to the mathematics text book 2a for the second grade of junior students, R Soejadi said: “Satu hal baru dalam unit geometri kelas 2 SLTP ini terdapat pada bahasan garis sejajar. Unit ini disusun secara khusus. Ini disengaja agar para siswa, setelah tujuh tahun belajar matematika, dapat mengenal lebih baik bagaimana sebenarnya matematika itu disusun. Dalam unit ini dikenalkan beberapa kesepakatan yang mendasari susunan khusus geometri yang harus dipegang teguh dalam mempelajari matematika selanjutnya” "One
The English Language Arts Standards for Science and Technical Subjects also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators and community members become partners in learning. Each standard implies an end of year goal – with the understanding that exceeding the standard is an even more desirable end goal.
Since all the students are born equally able, the question then becomes, what are contributing factors to the academic success of the primary students. Much research has been done on the variables that impact education achievement. Three factors that have emerged as influential on academic success are academic self- concept, parent expectations and teacher expectations. Therefore, this research focuses on the relationship between independent variables (academic self-concept, parent expectations and teacher expectations) and academic achievement of standard 5 students. Standard 5 students were chosen because they will sit for UPSR exam next year. UPSR is the most important exam for primary student. The findings from the study will give the direction to the authority to make the intervention.
This paper details a multistage technique for scheduling examinations. The method is specific to the academic setup and constraints imposed at IIT Kharagpur. The procedure is based on partitioning the data into three distinct parts, the first part performs a unconstrained scheduling to set of subjects where the soft constraint compliance is a high priority. The second part isolates sets of subjects that have dependency only amongst its members and schedules them independently to satisfy as many soft constraints. The third part which constitutes a major chunk is scheduled on the basis of time table slots of the subjects. The final stage fine tunes the time table to reduce the number of students having 2 consecutive exams in a day.
When there is inadequate time left for studying, Gloe recommends that students get involved in group discussions and exchange ideas while memorising key points to improve performance in exams (Gloe, 1999). Time management is significantly associated with academic performance, therefore better time management leads to enhanced academic performance, a significant correlation consistent with previous studies (Sansgiry et al., 2016; Syokwaa et al., 2014). For students who regularly study for an average of 8-9 hours daily may experience fatigue and exertion, leading to lower academic performance during exams. Therefore, regular breaks are necessary to enhance overall performance (Sansgiry et al., 2006). The impediment to MPharm students’ time management skills emphasises the significance of re-assessing the amount of study material for an exam (Sansgiry et al., 2006). Furthermore, students with weak time management skills could be identified and provided with counselling and support before it affects their academic performance. The mean score for study strategies was consistent with that reported by Sansgiry, Bhosle and Sail and Talib and Sansgiry, but lower than that reported by Ubaka, Sansgiry and Ukwe. Some students indicated that they utilised study strategies and techniques to improve academic performance throughout the curriculum and during exams. Undergraduates develop their own study habits and techniques based on their learning style and the technique that works best for them, as they progress through the pharmacy curriculum. Due to the excessive course load of self-directed study, attendance for TBL and comprehensive assessments throughout a pharmacy education programme.
Patients were invited to complete several self-report ques- tionnaires. To evaluate the burden of illness, the Work Productivity and Activity Impairment Questionnaire and Classroom Impairment Questions: Allergy Specific (WPAI + CIQ:AS) were used . The WPAI-CIQ-AS is a 9-item, patient-reported questionnaire. The patients reported the work time or academic classes lost due to the allergies. They self-assessed the impact of allergies on the performance in the workplace, at school, or during uni- versity classes. The patients also described the effect of allergies on other daily activities; they were asked to recall such activities during the previous 7 days. Outcomes were expressed as impairment percentages, with higher scores indicating greater impairment and reduced productivity.