18 results match your criteria American Educational Research Journal[Journal]

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Greater Engagement Among Members of Gay-Straight Alliances: Individual and Structural Contributors.

Am Educ Res J 2016 12 23;53(6):1732-1758. Epub 2016 Oct 23.

San Diego State University.

Using youth program models to frame the study of Gay-Straight Alliances (GSAs), we identified individual and structural predictors of greater engagement in these settings with a cross-sectional sample of 295 youth in 33 GSAs from the 2014 Massachusetts GSA Network Survey (69% LGBQ, 68% cisgen-der female, 68% White, = 16.07). Multilevel modeling results indicated that members who perceived more support/socializing from their GSA, had more LGB friends, were longer serving members, and were in GSAs with more open and respectful climates reported greater engagement. Read More

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http://dx.doi.org/10.3102/0002831216674804DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5533191PMC
December 2016
5 Reads

Early School Adjustment and Educational Attainment.

Am Educ Res J 2016 Aug 4;53(4):1198-1228. Epub 2016 Apr 4.

Washington University of St. Louis.

Although school attainment is a cumulative process combining mastery of both academic and behavioral skills, most studies have offered only a piecemeal view of the associations between middle childhood capacities and subsequent schooling outcomes. Using a 20-year longitudinal dataset, this study estimates the association between children's academic skills, anti-social behaviors and attention problems, all averaged across middle childhood, and their long-term educational outcomes. After adjusting for family and individual background measures, we find that high average levels of math and reading achievement, and low average levels of anti-social behavior problems, are positively associated with later attainment. Read More

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http://dx.doi.org/10.3102/0002831216634658DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4993460PMC
August 2016
6 Reads

Undermatched? School-based Linguistic Status, College Going, and the Immigrant Advantage.

Am Educ Res J 2016 Apr 23;53(2):263-295. Epub 2016 Feb 23.

Texas Higher Education Coordinating Board.

Considerable research investigates the immigrant advantage, yet little work examines the influence of school-based linguistic status. Contradictory patterns exist: research identifies both an immigrant advantage and a language minority disadvantage in college going. Although not all immigrant youth are language minorities, many do speak a language other than English. Read More

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http://dx.doi.org/10.3102/0002831215627857DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4820317PMC
April 2016
3 Reads

Effects of Extracurricular Participation During Middle School on Academic Motivation and Achievement at Grade 9.

Am Educ Res J 2016 30;53(5):1343-1375. Epub 2016 Jul 30.

Texas A&M University.

We investigated the effect of participating in two domains of extracurricular activities (sports and performance arts/clubs) in Grades 7 and 8 on Grade 9 academic motivation and letter grades, above baseline performance. Participants were 483 students (55% male; 33% Euro-American, 25% African American, and 39% Latino). Propensity score weighting controlled for potential confounders in all analyses. Read More

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http://journals.sagepub.com/doi/10.3102/0002831216667479
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http://dx.doi.org/10.3102/0002831216667479DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6205243PMC
July 2016
1 Read

Reducing School Mobility: A Randomized Trial of a Relationship-Building Intervention.

Am Educ Res J 2013 Dec;50(6):1188-1218

Rice University.

Student turnover has many negative consequences for students and schools, and the high mobility rates of disadvantaged students may exacerbate inequality. Scholars have advised schools to reduce mobility by building and improving relationships with and among families, but such efforts are rarely tested rigorously. A cluster-randomized field experiment in 52 predominantly Hispanic elementary schools in San Antonio, TX, and Phoenix, AZ, tested whether student mobility in early elementary school was reduced through Families and Schools Together (FAST), an intervention that builds social capital among families, children, and schools. Read More

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http://dx.doi.org/10.3102/0002831213499962DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4204333PMC
December 2013
1 Read

Making a Difference in Science Education: The Impact of Undergraduate Research Programs.

Am Educ Res J 2013 Aug;50(4):683-713

University of California, Los Angeles.

To increase the numbers of underrepresented racial minority students in science, technology, engineering, and mathematics (STEM), federal and private agencies have allocated significant funding to undergraduate research programs, which have been shown to students' intentions of enrolling in graduate or professional school. Analyzing a longitudinal sample of 4,152 aspiring STEM majors who completed the 2004 Freshman Survey and 2008 College Senior Survey, this study utilizes multinomial hierarchical generalized linear modeling (HGLM) and propensity score matching techniques to examine how participation in undergraduate research affects STEM students' intentions to enroll in STEM and non-STEM graduate and professional programs. Findings indicate that participation in an undergraduate research program significantly improved students' probability of indicating plans to enroll in a STEM graduate program. Read More

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http://dx.doi.org/10.3102/0002831213482038DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4152010PMC
August 2013
2 Reads

Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability.

Am Educ Res J 2013 Aug;50(4):656-682

Department of Sociology, Population Research Center, The University of Texas at Austin, Address: The University of Texas at Austin, 305 E. 23rd Street, G1800, Austin TX 78712-1086, Fax number: (512) 471-4886, Phone number: (512) 471-8377.

Placement of some students into the courses needed only for high school graduation, and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students' academic preparation for high school, and their cognitive and noncognitive skills. Read More

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http://dx.doi.org/10.3102/0002831213479439DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4074008PMC
August 2013
13 Reads

The More Things Change, the More They Stay the Same? Examining Gender Equality in Prior Achievement and Entry into STEM College Majors over Time.

Am Educ Res J 2012 Dec;49(6)

The University of Texas.

This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into STEM majors are largely explained by disparities in prior achievement. Analyses use data from three national cohorts of college matriculates across three decades to consider differences across several indicators of high school math and science achievement at the mean and also at the top of the test distribution. Analyses also examine the different comparative advantages men and women enjoy in math/science vs. Read More

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http://dx.doi.org/10.3102/0002831211435229DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3872126PMC
December 2012
2 Reads

Effect of Retention in First Grade on Parents' Educational Expectations and Children's Academic Outcomes.

Am Educ Res J 2013 Dec;50(6)

Department of Educational Psychology, Texas A&M University, Box 4225, College Station, Tx 77843-4225.

The effect of retention in first grade (Year 1) on parents' educational expectations was tested in a sample of 530 ethnically diverse and academically at-risk children. Participants attended one of three school districts in Texas. Of the 530 children, 118 were retained in first grade. Read More

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http://dx.doi.org/10.3102/0002831213490784DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3866030PMC
December 2013

Switching Schools: Reconsidering the Relationship Between School Mobility and High School Dropout.

Am Educ Res J 2012 Jun;49(3):487-519

JHU Department of Sociology, 533 Mergenthaler Hall, 3400. N. Charles St. Baltimore, MD 21218, (410) 516-7626, (410) 516-7590.

Youth who switch schools are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncertain, since youth who switch schools are similar to dropouts in their levels of prior school achievement and engagement, which suggests that switching schools may be part of the same long-term developmental process of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997, this study uses propensity score matching to pair youth who switched high schools with similar youth who stayed in the same school. Read More

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http://dx.doi.org/10.3102/0002831211415250DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4279956PMC

Rural-Nonrural Disparities in Postsecondary Educational Attainment Revisited.

Am Educ Res J 2012 Jun;49(3)

University of North Carolina at Chapel Hill.

Using data from the National Educational Longitudinal Study, this study revisited rural-nonrural disparities in educational attainment by considering a comprehensive set of factors that constrain and support youth's college enrollment and degree completion. Results showed that rural students were more advantaged in community social resources compared to nonrural students, and these resources were associated with a significant increase in the likelihood of bachelor's degree attainment. Yet results confirmed that rural students lagged behind nonrural students in attaining a bachelor's degree largely due to their lower socioeconomic background. Read More

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http://journals.sagepub.com/doi/10.3102/0002831211416344
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http://dx.doi.org/10.3102/0002831211416344DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3839859PMC
June 2012
1 Read

From GED to College: Age Trajectories of Nontraditional Educational Paths.

Authors:
Vida Maralani

Am Educ Res J 2011 Sep;48(5):1058-1090

Yale University, P.O. Box 208265, New Haven, CT 06520-8265; .

Age patterns of secondary certification and college entry differ in complex and surprising ways for traditional graduates and GED recipients. Although GED recipients are less likely to enter college in their late teens, they catch up to traditional graduates in their 20s. Results show that adjusting for differences in the age trajectories of school continuation accounts for a substantial portion of the differences observed between the two groups. Read More

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http://dx.doi.org/10.3102/0002831211405836DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4479155PMC
September 2011

The Racial/Ethnic Composition of Elementary Schools and Young Children's Academic and Socioemotional Functioning.

Am Educ Res J 2011 Jun;48(3):621-646

University of Texas at Austin.

This study attempted to untangle how two dimensions of school racial/ethnic composition-racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers-were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with children's academic, as opposed to socioemotional, outcomes. Students had higher achievement test scores in more diverse schools, especially when they also had more same-racial/ethnic peers in these diverse schools. Read More

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http://dx.doi.org/10.3102/0002831210384838DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4554342PMC
June 2011
1 Read

Economically Disadvantaged Children's Transitions Into Elementary School: Linking Family Processes, School Contexts, and Educational Policy.

Am Educ Res J 2010 Jun;47(2):258-291

University of Texas at Austin.

Working from a core perspective on the developmental implications of economic disadvantage, this study attempted to identify family-based mechanisms of economic effects on early learning and their potential school-based remedies. Multilevel analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that the accumulation of markers of economic disadvantage reduced math and reading testing gains across the primary grades. Such disparities were partially mediated by corresponding differences in children's socioemotional problems, parenting stress, and parents' human capital investments. Read More

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http://dx.doi.org/10.3102/0002831209351564DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2920529PMC
June 2010
1 Read

Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support: The Head Start REDI Program.

Am Educ Res J 2009 Jun 1;46(2):567-597. Epub 2009 Jun 1.

Pennsylvania State University.

This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language/literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-class support from a mentor teacher. Read More

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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5658022PMC
June 2009
2 Reads

Classroom Interpreting and Visual Information Processing in Mainstream Education for Deaf Students: Live or Memorex?

Am Educ Res J 2005 ;42(4):727-761

Rochester Institute of Technology and University of Aberdeen.

This study examined visual information processing and learning in classrooms including both deaf and hearing students. Of particular interest were the effects on deaf students' learning of live (three-dimensional) versus video-recorded (two-dimensional) sign language interpreting and the visual attention strategies of more and less experienced deaf signers exposed to simultaneous, multiple sources of visual information. Results from three experiments consistently indicated no differences in learning between three-dimensional and two-dimensional presentations among hearing or deaf students. Read More

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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1440927PMC
January 2005
6 Reads

Early transition into adult roles: some antecedents and some outcomes.

Authors:
F M Howell W Frese

Am Educ Res J 1982 ;19(1):51-73

The transition to adult roles usually occurs within a normative age span. By focusing on preadolescence to late adolescence using 2-wave panel data, this research seeks to develop a more informed picture of how "early" exit from the student role and "early" entry into the adult role of parent or spouse reflect factors operating prior to adolescence. The short term consequences of adult role transition on teenage status aspirations, life plans, other psychological orientations, and parental influence are also examined. Read More

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