ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Unexpected: Outlier Analyses of Factors Affecting Student Achievement
Author: McCoach, D. Betsy
Date: 2010-00-00
Type: Journal Articles
Subjects: Parent Participation,Academic Achievement,School Effectiveness,Parent School Relationship,Prediction,Surveys,Parent Attitudes,Low Income,Reading Achievement,Mathematics,Correlation

In this study, we predicted achievement based on a variety of school demographic and background variables and identified schools that had achievement profiles that exceeded or fell short of their expected achievement levels. We identified schools that were over- or underperforming and surveyed parents, teachers, and administrators in an effort to isolate factors that differ across the two types of schools. Across the three sets of surveys, perceptions of parents and perceptions about parents emerged as an interesting area of difference. Although parents in the positive and negative outlier schools reported similar perceptions about parent/teacher communication, teachers and administrators in the positive outlier schools appeared to have more positive perceptions of parents. Specifically, these teachers perceived the parents in their school as being more involved in their children's education, and they encouraged high levels of parent involvement. Certainly, these more positive attitudes may help educators work more effectively with parents, building a more effective partnership to increase student achievement. Perhaps consequently, parents in the positive outlier schools reported greater satisfaction with their schools than parents in the negative outlier schools did. This study found that parental involvement and parental perceptions were key variables that helped to explain differences of the over- and underachieving schools. Thus, communication and collaboration among parents, teachers, and staff appear to be critical factors predicting the success of low-SES schools. (Contains 1 endnote and 10 tables.)
The Influence of Instrumentality Beliefs on Intrinsic Motivation: A Study of High-Achieving Adolescents
Author: Kover, David J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Incentives,Motivation,Rewards,Educational Opportunities,High School Students,Student Attitudes,High Achievement,Academic Achievement,Student Characteristics,College Students,Success,Outcomes of Education,Education Work Relationship,Self Determination,Competence,Theories,Goal Orientation,Feedback (Response),Factor Analysis,Racial Differences

For many students, school is a forward-looking endeavor, with implications for future educational opportunity, job prospects, and financial success. How does believing that school is linked to a desired future outcome--known as an instrumentality belief--influence motivation? A number of studies have indicated that rewards, or other concerns that are external to the task at hand, can diminish the intrinsic motivation to engage in that task, a fact that would call into question the adaptive nature of these instrumentality beliefs. In a recent study, indicated that instrumentality beliefs about school not only increase extrinsic motivation, but also increase intrinsic motivation. Miller et al. examined college students; the current study replicated their study in a population of high-achieving high school students. In the current study, the positive influence of instrumentality beliefs on intrinsic motivation was not found. Given these findings, we discuss the ways in which the future goals of high-achieving high school students may differ from those of students in a college population and offer directions for further research in this area that might elucidate these differences. Research of this sort may ultimately have important implications for how educators frame for students the relationship between schooling and their future goals. (Contains 5 tables.)
What Determines High- and Low-Performing Groups? The Superstar Effect
Author: Nihalani, Priya K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academic Achievement,Attendance,Low Achievement,Cooperative Learning,Group Dynamics,Predictor Variables,Correlation,Academic Ability,Scores,Qualitative Research,Statistical Analysis,College Students,Teamwork,Grades (Scholastic)

The notion that greater learning outcomes will be achieved if the cognitive work is distributed amongst a group of individuals working together versus working alone has received mixed support when explored empirically (e.g., Daiute &amp; Dalton 1993; Johnson &amp; Johnson, 1991). This study examined the relationship between small-group collaborative learning structures and the potential predictors of groups' overall academic performance. We sought to identify specific factors that distinguished high-performing groups from low-performing groups in the classroom. Class attendance and individual-level academic performance were positively related to group-level academic performance. Further, it was predicted that groups consisting of an exceptionally high-performing member, or superstar, would achieve greater group-level academic performance than groups consisting of members who performed similarly. However, the greater the distance between the highest-performing member's score and the average of the other group members' scores on individual-level tasks, the lower the score on group-level tasks. This difference between the highest scoring group member and the rest of the members is referred to as the Superstar Difference Score. Qualitative and quantitative analyses indicated that the Superstar Difference Score is a reliable, negative predictor of group-level academic performance. Practical implications for classroom instructors and future directions for education research resultant from this study's superstar effect are discussed. (Contains 7 tables.)
My Class Activities Instrument as Used in Saturday Enrichment Program Evaluation
Author: Pereira, Nielsen
Date: 2010-00-00
Type: Journal Articles
Subjects: Class Activities,Program Evaluation,Enrichment Activities,Factor Structure,Student Attitudes,Evaluation Methods,Interest Inventories,Psychometrics,Replication (Evaluation),After School Programs,Goodness of Fit,Student Surveys,Item Analysis,Academically Gifted

My Class Activities (MCA) is an instrument that has been used for evaluation of university-based Saturday enrichment programs, but was originally normed using students in regular schools. A sample of MCA scores from 826 students in grades 3-8 from a Saturday enrichment program was used. Four different MCA models were evaluated: (a) the original MCA model containing interest, challenge, choice, and enjoyment; (b) a model including a second-order term connecting enjoyment and interest; (c) a three-factor model containing a combination of interest and enjoyment, challenge, and choice; and (d) the original MCA model after two items were removed. Results indicated that the original MCA four-factor structure provided a better ft when used with the Saturday enrichment sample than did the second-order and the three first-order factor models. However, the best solution regarding model fit was found using the original model, but with the removal of two poorly functioning items. This study highlighted the importance of evaluating an instrument whenever used with a different population than that on which it was originally normed. With two items deleted from the challenge scale, MCA is a potential tool for use in enrichment program evaluation that provides measures of four motivational dimensions often emphasized in programs for high-ability students. (Contains 4 tables.)
Developing Talents among High-Potential Students from Low-Income Families in an Out-of-School Enrichment Program
Author: Miller, Rachelle
Date: 2010-00-00
Type: Journal Articles
Subjects: Class Activities,Learning Activities,Academically Gifted,Enrichment Activities,Financial Support,Low Income Groups,Teaching Methods,Program Effectiveness,Student Experience,Student Attitudes,Classroom Observation Techniques,After School Programs,Program Evaluation,Student Surveys

Enrichment programs can provide various social and academic benefits for high-potential learners. However, students from low-income families receive fewer opportunities for academic enrichment than students from higher income backgrounds. This qualitative study examined the experiences and perceptions of high-potential students from low-income families who received financial support in order to attend an out-of-school enrichment program. Interviews and observations revealed four major benefits: positive experiences; new, above-grade-level concepts; interactive learning; and social support. In addition, descriptive results from student evaluations comparing students from low-income families to the rest of the participants indicated that both groups had similar perceptions of their classroom activities, concepts, and teachers. Findings suggested when they are provided with opportunities to participate in classes that interest them, high-potential students from low-income families can successfully perform in an out-of-school enrichment program and experience the same social and academic benefits as other gifted students. (Contains 2 tables.)
Out-of-School Activities and Achievement among Middle School Students in the U.S. and South Korea
Author: Won, Seoung Joun
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Students,Homework,Academic Achievement,Foreign Countries,Leisure Time,Recreational Activities,Correlation,Cross Cultural Studies,Cultural Influences,Television Viewing,Play,Internet,Athletics,Student Employment,Predictor Variables,Gender Differences

This study examined the relationships between American and South Korean students' achievement and their time spent in out-of-school activities. Analyzing nationally representative data for 8,912 U.S. and 5,309 Korean middle school students from the Trends in International Mathematics and Science Study (TIMSS) 2003, we found differences in students' time-spending patterns for out-of-school activities and associations between out-of school activities and academic achievement in the two countries. Although watching TV and playing with friends are the most common activities in both countries, Korean students spent more than 30% of their out-of-school hours using the Internet and playing PC games, whereas American students spent about 27% of their out-of-school hours playing sports and working at home or a paid job. Regarding the associations between out-of-school activities and achievement, playing sports was a positive predictor of achievement in the U.S. but a negative predictor in Korea, and doing homework was a negative predictor in the U.S. but a positive predictor in Korea. It was a positive predictor for high-achieving students in the U.S., but it was a negative predictor for low-achieving students in the U.S. By contrast, reading books was a common positive predictor of achievement in both nations. In addition, the relationships between achievement and the type of out-of-school activities differed by gender and achievement levels. These differences are greater among the lower achieving groups of each nation than the high achievers. Even though there are some limitations to the present study, these results may have important implications for parents and educators. (Contains 5 tables and 2 figures.)
Beyond the Classroom Walls: Teachers' and Students' Perspectives on How Online Learning Can Meet the Needs of Gifted Students
Author: Thomson, Dana L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Advanced Courses,Academically Gifted,Talent,Online Courses,Learning Experience,Teaching Methods,Student Surveys,Teacher Surveys,Interviews,Instructional Effectiveness,Student Attitudes,Teacher Attitudes,Cognitive Style,Best Practices,Program Descriptions

Online learning programs have the potential to provide gifted students expanded access to advanced courses, but little research has been conducted on how well or in what ways the online environment is a good match for gifted students. The study presented here is an in depth qualitative and quantitative investigation of the perceptions and experiences of academically talented students and their teachers about courses offered through an online program designed specifically for gifted students. Participants in this study included 28 instructors currently teaching at least one online course and 65 students in grades 3-12 currently enrolled in at least one online course offered by a supplemental school offering both online and face-to-face programming for gifted students. According to the gifted students and teachers interviewed and surveyed in this study, the online format is conducive to a more individualized and differentiated learning experience than is often possible in a regular classroom. Students are able to work at a pace consistent with their rate of learning, have more time to reflect, to feel more in control of the learning process, and to engage in more self-directed and independent learning. These benefits and others indicate the online programming can be an effective means of meeting the needs of many gifted students. (Contains 2 tables and 2 figures.)
Mentoring for Talent Development, Creativity, Social Skills, and Insider Knowledge: The APA Catalyst Program
Author: Subotnik, Rena F.
Date: 2010-00-00
Type: Journal Articles
Subjects: Creativity,Mentors,Talent Development,Interpersonal Competence,Transitional Programs,Sequential Learning,Constructivism (Learning),Professional Associations,Program Descriptions,Program Effectiveness,Chemistry,Models,Supervisor Supervisee Relationship

The mentoring component of the American Psychological Association Catalyst Program, and the Pinnacle Model upon which it was built, was derived from Bloom's (1985) model of talent development. According to Bloom and his associates, optimal instruction for talent development takes place in three stages. During the first stage, young people are guided to fall in love with a topic, idea, or discipline. The second stage involves instruction in the skills, knowledge, and values of the domain. In the third and final stage, the talented young person learns to apply his or her passion and technical mastery to create a unique style and message, and to explore original problems. The Catalyst Program is a year-long program designed to support the transition from the second to the third stage of Bloom's talent development model though instruction by renowned masters in science and the arts and places a premium on the mentor/scholar relationship in guiding participating adolescents in their scientific interests and career aspirations. For the Catalyst Scholars, connecting to their team Master was the thread through which the Scholars integrated their experience with chemistry, creativity, and insider knowledge. Catalyst participants came to the program having already "used up" any resources they had available to them in their school or in other out-of-school programs, and sought more intense involvement with a career path they had tentatively committed themselves to. In the course of the experience, they refined their goals, learned what it takes to be successful, and made powerful and lasting friendships and contacts that should prepare them optimally to be future innovators. (Contains 1 table and 1 figure.)
Describing Learning in An Advanced Online Case-Based Course in Environmental Science
Author: Missett, Tracy C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Advanced Courses,Online Courses,Educational Opportunities,Environmental Education,Case Method (Teaching Technique),Portfolio Assessment,Nontraditional Education,Best Practices,Academically Gifted,Problem Based Learning,Learner Engagement,Barriers,Grounded Theory,Science Course Improvement Projects,Program Effectiveness,Program Descriptions

Researchers increasingly embrace online courses to compensate for lack of access to educational opportunities otherwise available in traditional school settings. Researchers also recommend alternatives to traditional AP coursework to better meet the diverse learning styles and needs of advanced learners. These recommendations have particular applicability to students attending poor or rural schools where access to advanced course options and gifted programs are limited, to students who cannot ft additional advanced courses into their school schedules, or to homeschooled or homebound learners. However, little research exists on the use of online alternatives to traditional AP programs for students who lack access to advanced course options. This qualitative study investigated the learning outcomes for 138 students enrolled in an advanced online case-based course in environmental sciences. The course utilized problem-based and case-based learning methods and was developed using the guidelines provided by best practices for advanced learners and science pedagogy. Analyses of student online discussion boards, case resolutions, student grades, student and parent surveys obtained at the end of the course, e-mails, and AP examination results showed that many students enrolled in the course demonstrated learning, engagement, and challenge. Findings further support the conclusion that the course provided a viable learning alternative to traditional AP environmental science courses for many, but not all, students. (Contains 2 tables.)
Mathematical Problems That Optimize Learning for Academically Advanced Students in Grades K-6
Author: Chamberlin, Scott A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Advanced Students,Mathematics Instruction,Problem Sets,Mathematical Applications,Problem Solving,Mathematical Models,Academically Gifted,Grade 6,Talent Development,Aptitude Treatment Interaction,Mathematical Aptitude,Educational Strategies,Teaching Models,Educational Practices,Instructional Material Evaluation

Several decades ago, V. A. Krutetskii conducted a multiyear study to investigate the various types of thinking that academically advanced, or as he called them, gifted mathematicians used. Following an in-depth look at Krutetskii's nine ways of thinking, a model is proposed that will provide direction for teachers in selecting problems. The model is comprised of four levels of mathematical tasks. Level 1 is mathematical exercises, Level 2 is word or story problems, Level 3 is mathematical problems, and Level 4 is authentic mathematical problem solving tasks. Subsequently, an elaboration of high- and low-level tasks is applied to the four-level model. Consistent with Krutetskii's theory, the suggestion is then made that approximately 1/3 of the curricula for students of advanced intellect in mathematics should be comprised of Levels 1 and 2 tasks, 1/3 should be comprised of Level 3 tasks, and 1/3 should be comprised of Level 4 tasks. Three implications are offered for teachers and four are offered for researchers. The first implication is that teachers must carefully scrutinize their curriculum to see that it meets the needs of all students, including academically advanced students. The second implication is that conceptual (deep) understanding of algorithms can be attained through the use of mathematical problems and authentically challenging tasks. The third implication is that teachers are not likely to have a database of problems that represents all levels if they use only the provided textbook. Researchers and educators should be reminded that additional time and effort is necessary to empirically research the proposed theory. Moreover, authentically challenging tasks, such as Model Eliciting Activities, should be used with students, and they could be used for assessment. (Contains 1 table.)
Factors Influencing the Implementation of an International Baccalaureate Diploma Program in a Diverse Urban High School
Author: Mayer, Anysia P.
Date: 2010-00-00
Type: Journal Articles
Subjects: High Schools,Program Evaluation,Advanced Placement Programs,Program Implementation,Performance Factors,Case Studies,Effective Schools Research,Interviews,Barriers,Organizational Theories,Delivery Systems,Educational Resources,Program Descriptions,Stakeholders,Student Diversity

This article identifies factors that promoted the successful implementation of an International Baccalaureate Diploma Program in an urban high school. The study draws on data from an in-depth case study at a large high school serving an urban community in a Western state. The study investigates seven implementation mechanisms that research suggests encourage local-level stakeholders to eschew existing practices and adopt practices supported by the model. Data suggest six of the seven research-based best practices were present in the IB program. These were staff selection, preservice training, coaching, staff evaluation, program evaluation, and administrative supports. These practices were instrumental in moderating contextual factors that might have hindered model implementation. It is possible for high quality academic programs to operate in low-performing schools and for a wide range of students to benefit from this type of program. (Contains 3 tables.)
Foreign Language Learning Aptitudes, Attitudes, Attributions, and Achievement of Postsecondary Students Identified as Gifted
Author: Bain, Sherry K.
Date: 2010-00-00
Type: Journal Articles
Subjects: Academically Gifted,Second Languages,Second Language Learning,Measures (Individuals),Grouping (Instructional Purposes),Language Skills,Language Attitudes,Language Teachers,Second Language Instruction,Introductory Courses,Spanish,Undergraduate Students,Cohort Analysis,Scores,Teacher Influence,Instructional Effectiveness,Academic Achievement,Higher Education,Statistical Analysis

We investigated the aptitudes, attitudes, attributions, and achievement of undergraduates identified as gifted who were taking a beginning Spanish course, and compared these characteristics to undergraduates in the same cohort group who had not been identified as gifted. There were differences in the aptitudes, attitudes, and achievement of post-secondary introductory Spanish students who had been identified as gifted and their nongifted peers. Gifted students had higher scores than nongifted students on the aptitude scale. The gifted group displayed a more positive attitude toward learning a foreign language than the nongifted group. Based on their performances on the attribution scale, the students identified as gifted and their nongifted peers did not differ in their attributions for ability, effort, teacher impact (context), or chance as explanations for their success in foreign language learning. Our findings seem to lead to suggestions for foreign language instructors to increase their focus on developing positive attitudes in all students, and on developing greater knowledge about native language skills (in this case, English) to enhance foreign language learning. However, research investigating the efficacy of such instruction is notably lacking. Therefore, studies investigating both of these areas would be welcome. (Contains 2 tables.)
Reflexivity in Pigeons
Author: Sweeney, Mary M.
Date: 2010-11-00
Type: Journal Articles
Subjects: Animals,Training,Reinforcement,Perception

A recent theory of pigeons' equivalence-class formation (Urcuioli, 2008) predicts that reflexivity, an untrained ability to match a stimulus to itself, should be observed after training on two "mirror-image" symbolic successive matching tasks plus identity successive matching using some of the symbolic matching stimuli. One group of pigeons was trained in this fashion; a second group was trained similarly but with successive oddity (rather than identity). Subsequently, comparison-response rates on novel matching versus mismatching sequences with the remaining symbolic matching stimuli were measured on nonreinforced probe trials. Higher rates were observed on matching than on mismatching probes in the former group. The opposite effect--higher rates on mismatching than matching probes--was mostly absent in the latter group, despite being predicted by the theory. Nevertheless, the ostensible reflexivity effect observed in former group may be the first time this phenomenon has been demonstrated in any animal. (Contains 2 tables, 6 figures and 2 footnotes.)