School Cultural Socialization and Academic Performance: Examining Ethnic-Racial Identity Development as a Mediator Among African American Adolescents

Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students’ academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents’ grade point averages through their ethnic-racial identities (49.6% males; M_age = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed.     

How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review

Abstract

This meta-analytic review examines how word-learning interventions affect young children, at risk for reading difficulties, on vocabulary outcomes. We quantitatively reviewed 51 studies with 138 effect sizes (N = 7,403) to assess the association between vocabulary training and word learning. Using a random-effects model, we found a mean effect size of nearly 1 standard deviation indicating a strong training effect overall. Moderator analyses indicated that children from low-socioeconomic-status (SES) families experienced significantly lower word-learning gains than those from middle- and upper-SES families who had one or more risk factor (e.g., English Language Learner, language delays). This was true regardless of the total number of risk factors present. However, risk factors in addition to poverty did compound this SES disadvantage. Further, multivariate meta-regression analyses indicated that the sole risk factor associated with lower effect sizes was poverty controlling for all other risk factors. Subgroup moderator analyses indicated a number of instructional and pedagogical factors associated with greater effect sizes. Taken together, these results highlight the importance of creating interventions powerful enough to accelerate children's vocabulary development if we are to narrow the reading achievement gap.     

Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation

Educational Psychology Review - Academic dishonesty is a rampant and troubling phenomenon in the educational sector. Although demographic factors have been linked with students’ academic...     

Cooperative Learning and Literacy: A Meta-Analytic Review

Abstract

We conducted a meta-analysis on the effectiveness of cooperative and collaborative learning to support enhanced literacy outcomes. Interventions considered were provided in regular education settings (i.e., not pull-out instruction) with students from Grades 2 through 12. Reviewing more than 30 years of literacy research, we located 18 intervention studies with 29 study cohorts. Included studies primarily used standardized assessments to report on students’ reading, vocabulary, or comprehension achievement, which we analyzed separately. Overall, students had significantly higher literacy achievement scores when instructional interventions utilized cooperative and collaborative activity structures. The overall weighted mean effect sizes ranged from 0.16 to 0.22 (p < .01) with more than 94% of the point estimates being positive. Because cooperative or collaborative learning was always one of multiple intervention components, it was impossible to estimate the unique, added effects of cooperative/collaborative learning. Although the small number of eligible studies precludes any claims about the effectiveness of specific forms of grouping and the circumstances under which programs have more impact, our findings suggest that cooperative and collaborative grouping was a core component of effective literacy interventions, particularly at the elementary level.     

Executive Function and Reading Comprehension: A Meta-Analytic Review

This article presents a meta-analytic review of the relation between executive function and reading comprehension. Results (N = 6,673) supported a moderate positive association between executive function and reading comprehension (r = .36). Moderator analyses suggested that correlations between executive function and reading comprehension did not vary systematically by age range, type of executive function measure used, type of reading comprehension measure used, or whether the study was a dissertation or a published article but did vary by type of executive function examined in the studies. Studies linking specific executive functions with reading comprehension are then reviewed. The article concludes by discussing implications for a theoretical model of reading comprehension as well as for future research.     

Learning Through Case Comparisons: A Meta-Analytic Review

Over the past 20 years, there has been much research on how people learn from case comparisons. This work has implemented comparison activities in a variety of different ways across a wide range of laboratory and classroom contexts. In an effort to assess the overall effectiveness of case comparisons across this diversity of implementation and contexts and to explore what variables might moderate learning outcomes, we conducted a meta-analysis of 57 experiments with 336 tests. Random effects analyses of the 336 tests revealed that case comparison activities commonly led to greater learning outcomes than other forms of case study including sequential, single case, and nonanalogous, as well as traditional instruction and control (d = .50), 95% CI [.44, .56]. Of 15 potential moderators, four variables were found to reliably moderate the effectiveness of case comparisons: the objective of the comparison, the presentation of a principle, the content, and the lag between the comparison and testing. Asking learners to find similarities between cases, providing principles after the comparisons, using perceptual content, and testing learners immediately are all associated with greater learning. We conclude with a discussion of the theoretical and practical implications of these results for cognitive theory and classroom practice.     

父母教养方式与矿工子女学业自我效能感的关系

目的：探讨父母教养方式与矿工子女学业自我效能感的关系。方法：采用学业自我效能感问卷与父母养育方式评价量表（EMBU）对271名矿工子女进行测试。结果：①男生在父亲情感温暖（F1）、父亲过度保护（F6）、母亲惩罚严厉（M4）三维度的得分显著高于女生0=2．217,p〈0．05;t=2．100,p〈0．05;t=2．172,p〈0．05）,男生在父亲惩罚严厉（F2）、过分干涉（F3）、拒绝否认（F5）三维度的得分均显著高于女生,达到非常显著性水平（f=4．082,p〈0．001：t=3．831,p〈0．001;t=3．560,p〈0．001）;②矿工子女学业自我效能感在年级方面有主效应（F=3．014,p〈0．05）,初中组学生得分显著高于高中组学生得分（c=1．684,p〈0．05）;③父母亲的情感温暖（F1,M1）与矿工子女的学业自我效能感呈正相关（P〈0．001）,而父母亲惩罚严厉（F2,M4）（p〈0．01）、母亲的拒绝否认（M3）（p〈0．001）维度与子女学业自我效能感呈显著的负相关。     

Parental Involvement and Students' Academic Achievement: A Meta-Analysis

The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade). Limitations of the study are noted, and suggestions are made for future studies.     

Discrimination and Ethnic-Racial Socialization Among Youth Adopted From South Korea Into White American Families

The current study examined how discrimination relates to adjustment outcomes in a sample of internationally, transracially adopted Korean Americans from the Minnesota Sibling Interaction and Behavior Study (N = 456 adoptees; M_age at T1 = 14.9, M_age at T2 = 18.3, M_age at T3 = 22.3). The moderating roles of ethnic socialization and preparation for bias by parents (i.e., ethnic-racial socialization) were also examined. Results indicated that discrimination predicted higher levels of depressive and externalizing symptoms in youth who reported less preparation for bias. In those experiencing more preparation for bias, associations were not significantly different from zero. Ethnic socialization did not moderate these associations. Such findings provide important information for adoptive parents regarding how to prepare their children to cope with discrimination.     

A Meta-Analytic Review of Naming-Speed Deficits in Developmental Dyslexia

ABSTRACT

This study presents a meta-analytic review of serial rapid automatized naming (RAN) deficits in individuals with dyslexia relative to typical readers (based on 216 effect sizes comprising 8335 dyslexic readers, 14,083 age-matched controls, and 921 reading-matched controls). A random-effects model analysis indicated a large impairment in speeded RAN in individuals with dyslexia compared with age-matched controls (d = 1.19) but a similar performance when compared with reading-matched controls (d = 0.13). In addition, dyslexic readers presented a deficit in discrete-naming formats (d = 0.74), although the deficit in serial RAN was notably larger; hence, adding seriality is particularly detrimental for these readers. The deficit appears to span all stimulus types (alphanumeric and nonalphanumeric), indicating that processes beyond letter processing are responsible for the delays and are independent of set size. Poor RAN is a long-term and universal symptom of dyslexia, and the transparency of the writing system does not influence its severity.     

Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects

Abstract

Research-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed.     

Parental Involvement and Students' Academic Achievement: A Growth Modeling Analysis

The major research objective of this study was to assess the effect of parental involvement on students' academic growth during the high school years. The National Education Longitudinal Study of 1988 (NELS:88) data were used, and latent growth curve analysis within the framework of structural equation modeling was the major analytic tool. The following are the major findings of the study: (a) Parental involvement appears to be multidimensional; (b) ethnic group samples reported comparable degrees of parental involvement; (c) parents' aspiration for their children's education attainment had a consistent and positive effect on students' academic growth; and (d) the effect, or lack thereof, of parental involvement was consistent across ethnic group samples and across data sources (student vs. parent data). Plausible reasons for the consistent effect of parents' aspirations on students' academic achievement are discussed. The author offers explanations for why some parental involvement dimensions showed negative, though generally small, effects on students' academic growth.     

加速式超常儿童教育研究综述

本研究综述旨在总结国内外学者就加速式超常儿童教育的利弊所进行的一些研究成果。本文前部分是讨论支持与反对加速法的理由。支持的理由包括强化学生学习动机、缩短修业年限、减少教育经费;而反对的包括让学生承受过大学业压力、社会情感调适不良、负面标签效应等。后部分是几个其他问题的探讨,如加速法的命名、研究方法、研究课题及与充实法的对比等     

Predicting Academic Success: A Longitudinal Study of University Design Students

This article presents a longitudinal study, over eleven years, of the academic progress of a cohort of design students (n = 475) at a major Australian university. The students were from four different spatial design disciplines: architecture, industrial design, interior design, and landscape architecture. The article identifies cognitive variables that may predict future academic success. This research uses regression analysis to identify correlations across a range of variables, in particular exploring the relationship between university entrance scores, subjects studied at school (art and graphics) and academic success as defined by university grade point average and time to completion. This study shows that prior knowledge in art and graphics is not a useful predictor of future academic success, while university entrance scores and first year performance are related to ongoing academic success. These results suggest that for the design disciplines explored here, discipline‐specific prior knowledge is not an important requirement for university entrance.     

Academic Self-Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study

This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial M_age = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.     

Attitude Toward Self, Social Factors, and Achievement in Mathematics: A Meta-Analytic Review

This meta-analysis integrated 143 primary studies on the relationship of attitude toward self and social factors with achievement in mathematics. Attitude was decomposed into self-concept about mathematics, perception of family support, and perception of mathematics as a male domain. Major findings included: (a) self-concept, family support, and mathematics as a male domain were all related to achievement; (b) the three relationships did not show significant gender differences; (c) the three relationships consistently decreased from the junior high grades to the senior high grades; (d) the relationship between self-concept and achievement varied as a function of ethnicity, whereas the relationship between family support and achievement was consistent across ethnic background; (e) the three relationships all varied across sample selection; (f) the relationship between self-concept and achievement varied with sample size, whereas the relationships of family support and mathematics as a male domain with achievement were sample-size invariant; (g) the relationship between self-concept and achievement increased over time, whereas the relationships of family support and mathematics as a male domain with achievement remained almost unchanged over time; and (h) there were no statistically significant interaction effects among gender, grade, and ethnicity for any of the three relationships.     

高校图书馆面向社会开放研究

文章在梳理高校图书馆面向社会开放的政策引导、具体实践基础上,探讨了高校图书馆面向社会开放的服务现状、开放建设思路、开放服务对策,以求为高校图书馆面向社会开放服务提供可资借鉴的思路.     

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children

This article describes kindergarten from the perspective of the whole child. Specifically, it reviews current research on best practices to improve children’s math and language arts competencies, memory skills, and the role of kindergarten in beginning science. It also describes the social experiences children have in kindergarten with respect to their academic success. Similarly, it reviews the impact of emotional competence on school success. This article then reviews research describing three major influences on children’s kindergarten adaptation and success (i.e., transition, parental involvement, retention). The article concludes with a discussion of full-day kindergarten programs and their potential for improving the chances of all kindergarten children, especially low-income and ethnic minority children, for success in school.     

Parental Academic Socialization: Effects of home‐based parental involvement on locus of control across U.S. ethnic groups

This study investigates the relations between three academic socialisation processes and late adolescents’ internal locus of control. A sample of 249 college students from four ethnic groups completed three measures. Three factors explained 46.44% of the variance in academic socialisation, and the following differences were found: emotional support and active involvement were rated by all as the most frequent practices used by parents, and European Americans rated these significantly higher than did Asian Americans, who reported the highest mean score on “demandingness” practices. Separate multiple regression analyses suggested that among Asian Americans and European Americans, emotional support practices predicted internal locus of control; however, this model was not significant among Latinos and African Americans. Results suggest that academic socialisation practices operate differentially on psychological outcomes for adolescents in different ethnic groups, extending our knowledge of how culture shapes parenting and parent–child relationships.