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Across three pre-registered studies (n = 221 4-9-year olds, 51% female; 218 parents, 80% female; working- and middle-class backgrounds; data collected during 2019-2021) conducted in the United States (Studies 1-2; 74% White) and China (Study 3; 100% Asian), we document the emergence of a preference for "strivers." Beginning at age 7, strivers (who work really hard) were favored over naturals (who are really smart) in both cultures (R 2 ranging .03-.11). We explored several lay beliefs surrounding this preference. Beliefs about outcomes and the controllability of effort predicted the striver preference: Children who expected strivers to be more successful than naturals and believed effort was more controllable than talent preferred strivers more. Implications of the striver preference in education and beyond are discussed., (© 2023 The Authors. Child Development © 2023 Society for Research in Child Development.)

Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils' speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils' speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils' speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils' speaking skills from various levels of education.

Overconfidence helps individuals reach higher status within social groups by making them seem more competent regardless of objective ability, so this bias may be especially prevalent among status-oriented members of elite communities. Based on this premise, we explore whether lobbyists in the USA misperceive their success. Using models that (1) control for legislative outcome when predicting self-assessed policy success and (2) compare self-assessed policy success on specific proposals against the average success reported by all lobbyists working on the same side of an issue, we identify systematic tendencies to overrate achievements. Lobbyists with higher incomes, who reside in Washington, DC, USA, have congressional experience and who engage in a broader range of activities are more likely to overrate their success. Public interest group lobbyists tend to underestimate success. We conclude that political elites are subject to the same biases as others when evaluating their performance, and these biases may be largely status-driven.

Human achievements are often preceded by repeated attempts that fail, but little is known about the mechanisms that govern the dynamics of failure. Here, building on previous research relating to innovation 1-7 , human dynamics 8-11 and learning 12-17 , we develop a simple one-parameter model that mimics how successful future attempts build on past efforts. Solving this model analytically suggests that a phase transition separates the dynamics of failure into regions of progression or stagnation and predicts that, near the critical threshold, agents who share similar characteristics and learning strategies may experience fundamentally different outcomes following failures. Above the critical point, agents exploit incremental refinements to systematically advance towards success, whereas below it, they explore disjoint opportunities without a pattern of improvement. The model makes several empirically testable predictions, demonstrating that those who eventually succeed and those who do not may initially appear similar, but can be characterized by fundamentally distinct failure dynamics in terms of the efficiency and quality associated with each subsequent attempt. We collected large-scale data from three disparate domains and traced repeated attempts by investigators to obtain National Institutes of Health (NIH) grants to fund their research, innovators to successfully exit their startup ventures, and terrorist organizations to claim casualties in violent attacks. We find broadly consistent empirical support across all three domains, which systematically verifies each prediction of our model. Together, our findings unveil detectable yet previously unknown early signals that enable us to identify failure dynamics that will lead to ultimate success or failure. Given the ubiquitous nature of failure and the paucity of quantitative approaches to understand it, these results represent an initial step towards the deeper understanding of the complex dynamics underlying failure.

Public school music education in the USA remains wedded to large ensemble performance. Instruction tends to be teacher directed, relies on styles from the Western canon and exhibits little concern for musical interests of students. The idea that a fundamental purpose of education is the creation of a just society is difficult for many music teachers who dream of conducting student musicians in polished performances. This paper describes a middle school band programme in which students teach instrument lessons to similarly aged children in a homeless shelter. This qualitative study is grounded in the writings of Maxine Greene and shows how teachers might "break through the frames of custom and touch the consciousness of those we teach". (Contains 1 note.)

Both educators and students in the United States feel the continuous pressure to improve achievement scores as a form of validation for their work and success. However, emerging bilingual (EBs) learners encounter barriers within assessments that break the assumptions of validity, reliability, and fairness and prevent them from demonstrating their true knowledge. This is worsened when assumptions about EBs' academic capacity are extracted from those assessment results. This paper focuses on the use of assessment for and as learning for emerging bilingual (EB) students. Specific attention is given to the use of the students' home language as a resource in evaluating their knowledge and how teachers may address some of the inequitable practices to prepare EBs not only to be successful academically, but to demonstrate it in today's assessment world. [ABSTRACT FROM AUTHOR]

Heated debate over the necessity, efficacy, and legality of public single-sex schooling continues in communities across the U.S. In this introduction to the second part of a special issue on the topic, we provide illustrative descriptions of issues that are common in U.S. school board deliberations on the topic, including issues of ideology, money, race, and science, and legal battles over the outcomes of such decisions. We then summarize the nine papers that appear in the issue. Four papers provide reviews of the laws, neuroscience, and critical race theorizing relevant to single-sex schooling. In addition, two papers present sophisticated re-analyses of important data sets on the topic, and three papers present new empirical data on non-academic outcomes (gender attitudes, peer relations, and body image) associated with single-sex schooling. Finally, we offer conclusions for educational practice and policy based on the current state of scientific evidence. [ABSTRACT FROM AUTHOR]

While an abundance of evidence‐based mathematics interventions are available to support students' mathematics fluency, research suggests that they are not often implemented within schools. Moreover, national data suggests that most students in the United States are not meeting grade level expectations in mathematics. This underperformance coupled with limited implementation of evidence‐based practices emphasizes the need to provide schools with effective, efficient, and resource friendly interventions to support students' mathematics achievement. The purpose of this study was to compare the effects of reciprocal peer tutoring, iPad delivered flashcards, and a combined intervention condition on the multiplication fluency of 72 third grade students enrolled in two public schools in the midwestern region of the United States using a randomized pretest–posttest design. Students received 10 min of intervention after their core instruction 4 days per week for 5 weeks. Results suggest that there were few differences between treatment groups on both proximal and distal measures. Moreover, all groups demonstrated significant growth from pre‐ to posttest on proximal measures. Assessment response rates across modalities and student engagement are discussed along with implications for research and practice. Practitioner points: Students across all treatment groups (peer tutoring, iPad flashcards, and a combined intervention) improved their multiplication fact fluency.There were few differences between groups at posttest on proximal measures of multiplication fluency and distal measures of math achievement between groups.Students across treatment groups scored consistently higher in digits correct per minute when completing the paper‐pencil curriculum‐based measure (CBM) compared with the iPad CBM. [ABSTRACT FROM AUTHOR]

For over two decades the International Association for the Evaluation of Educational Achievement has administered achievement tests internationally. Results of past and future tests can not only indicate where U.S. students rank in achievement, but also broaden curriculum makers' visions of what is desirable for students. (Author/JM)

How did narratives about character education in the United States change between 1985 and 2016 and what does this reveal about the changing meaning of character over this time period? Policymakers and pundits have frequently invoked ideas of "good" versus "bad" character as they attempt to blame individuals for their own circumstances. It makes sense to trace these narratives in their various forms, beginning with the discourse around character and children. Character education programs are a natural object to study in order to capture these narratives. Despite this, sociologists have largely ignored character education, which leaves a significant gap in the scholarly knowledge about both character education and the social construction of designations of "good" versus "bad" character more generally. In this paper, I address this gap by examining the narratives around character education between 1985 and 2016. After analyzing 600 articles from Education Week and the New York Times mentioning character education, I find that there is a significant expansion of the ways in which advocates argue for character education in the schools. Whereas earlier narratives encouraged character education as a means to teach students how to be good, moral people starting in the early 2000s, these narratives expanded to include teaching character as a means to improve academic performance. This finding is significant as we continue to see both education reformers pushing for character education as a tactic to improve achievements and policymakers and pundits invoking character flaws as a means to blame individuals for structural inequality. [ABSTRACT FROM AUTHOR]

African immigrants in the U.S. have been headlined as America’s “new model minority.” The purpose of this paper is to examine if evidence exists to support the claim of African immigrant students’ (AIS) educational achievement and excellence (a core indicator of the “model minority” theory) in U.S. k-12 schools. Using a multiple methodological research approach and analysis, the study examines whether aggregated and disaggregated data exist to verify AIS’ superior academic achievement in U.S. k-12 schools. The study reveals a lack of data to substantiate the claim. Instead, the study reveals a paucity of research on AIS’ academic performance and achievement in k-12 schools, as well as academic underperformance and underachievement, and the challenges that exist. The notion of a “model minority” attributed to African immigrants is disingenuous and a disservice to AIS in U.S. k-12 schools. The paper discusses significant implications and recommendations for policy and practice that include overhauling the data collection and reporting system, data disaggregation for AIS, debunking the African immigrant “model minority” ascription, preparing culturally responsive and globally competent teachers, and increasing research on AIS in k-12 schools. [ABSTRACT FROM AUTHOR]

This paper examines the relationships among the quality and quantity of parent-child shared book reading (SBR) engagements and children's reading and mathematics outcomes in preschool. Additionally, we explore how child and family characteristics predict the quality and quantity of SBR. Quantity was measured using parental reports of the frequency of SBR. Quality was measured by observational protocols evaluating for questioning, vocabulary, and discussion depth. A structural equation model was estimated using data from a nationally representative sample of 700 children living in the United States from the Early Childhood Longitudinal Study-Birth cohort. Results indicated that the quality of book reading was associated with children's mathematics outcomes, and the quantity was associated with reading outcomes controlling for contextual variables. Socioeconomic status, race or ethnicity, and children's age predicted the quality and quantity of book reading experiences. These findings indicate that frequent exposure to high-quality book reading may positively impact children's mathematics and reading development, but that variation in SBR exists. SBR is a common practice among many parents; helping parents understand the multiple benefits of the practice may further increase the frequency and quality of the engagement. Implications for research and practice are addressed. Highlights This paper describes the relationship between parental book reading practices, mathematics, and reading outcomes., Structural equation models reveal relationships between the quantity of book reading and children's reading outcomes, as well as the quality of book reading and children's mathematics outcomes., High-quality book reading may positively impact academic achievement in multiple domains, but results may vary based on contextual factors. [ABSTRACT FROM AUTHOR]

The present paper examines university graduates' beliefs about how meritocratic socioeconomic status (SES) attainment in U.S. society is for themselves (merit agency beliefs) and for most other people (merit societal beliefs), and how these distinct beliefs are differentially associated with labour market experiences and achievement-goal attitudes and expectations in the aftermath of the Great Recession. Data from a 10-month longitudinal study of 217 graduates from the 2013 class of a large public U.S. university were analysed using multilevel modelling. The results indicate that most participants optimistically expected to attain upward social mobility. Furthermore, participants' merit agency beliefs were reflective of their labour market prospects and experiences, and calibrated their achievement-goal attitudes and expectations. However, participants' merit societal beliefs were not associated with these labour market experiences and achievement-goal attitudes and expectations. The distinction between merit agency beliefs and merit societal beliefs may be motivationally beneficial by allowing individuals to continue striving toward the uncertain long-term goal pursuit of upward social mobility despite the short-term struggles and setbacks many young adults are likely to experience in the aftermath of the Great Recession., (© 2017 International Union of Psychological Science.)

In the current paper, we employ the most recent Programme for International Student Assessment (PISA) data to calculate a lessbiased estimate of poverty on US achievement. The PISA was specifically chosen as it is an assessment removed from a specific curriculum and instead focuses on concepts that students should know in order to participate in a global economy. Using a propensity score matching approach, our findings suggest that US students in poverty have notable educational attainment deficiencies compared to a matched group of students who are not in poverty. In other words, when we select two students who have a great deal in common but for the fact that one comes from a poverty background, the student in poverty is expected to perform nearly 28 points, or about a quarter of a standard deviation lower, on the PISA assessment. In real terms, this puts math achievement for children not in poverty on-par with the Organisation for Economic Co-operation and Development (OECD) average, while children in poverty are well below the OECD average. [ABSTRACT FROM AUTHOR]

We used the Stanford education data archive (SEDA) data to examine the heterogeneity among urban school districts in the United States. The SEDA 2.1 includes data sets on students' mathematics (Math) and English language arts (ELA) achievement from 2008 to 2014 at the district level. Growth mixture modeling was used to uncover the underlying growth trajectories for urban student achievement from the third to the eighth grade. Two and three growth patterns were observed for ELA and Math achievement, respectively, over time. We used the critical theoretical framework QuantCrit to centralize race in the analysis of the data and shared implications for future research. [ABSTRACT FROM AUTHOR]

This paper considers contemporary 'moral panics' around the underachievement of boys in school examinations in the UK and America. In the UK, in particular, the underachievement of boys is central to current 'crisis accounts' about falling standards and failing pupils. 'Underachievement' is a familiar word to those who work with young people, however, the term itself is not unproblematic. Indeed, for such a widely reported phenomenon, it is perhaps surprising that different perspectives as to the nature and importance of the concept exist. It is these different perspectives on a seemingly well-established discourse, along with an examination of the concept we call 'underachievement' that form the focus of this paper. The importance of ensuring a fair and equitable schooling experience for all students is implicit in many societies, and a consideration of current moral panics surrounding the underachievement of boys provides a useful case study to help us consider what it is that we can reasonably expect from our schools and exactly which (if any) groups of young people are being let down by our education system. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the United States, students with mild intellectual disability (MID) are expected to access the general education curriculum and some of these students are required to pass the same high-stakes exams as students without disabilities. Research supports that students with MID can demonstrate success with mathematics after receiving interventions that emphasize the strategic use of visual representations. In this qualitative case study, the researchers describe the teaching methods of a seventh grade, special education teacher who heavily emphasized visuals, such as diagrams and gestures, in her instructional approach. In her classroom, two students with MID demonstrated the ability to solve and discuss algebra problems that required use of the distributive property and to solve word problems of the same structure. [ABSTRACT FROM AUTHOR]

There is a plethora of scholarship concerning the lack of academic achievement among Black males in the United States. Within higher education, this lack of achievement is represented as the difficult matriculation of Black males through their undergraduate experience and their lack of representation in the doctoral pipeline. The lack of representation has been explicitly documented within physical education teacher education and kinesiology scholarship—having been framed as the extinction of Black professionals in our field. Despite the ongoing deficit research about Black males and education, the purpose of this article is to present a framework for the recruiting, sustaining, and supporting of Black males to the professoriate through physical education teacher education. We utilized our personal experiences in a Black male doctoral pipeline to detail how physical education teacher education can be leveraged to mentor Black males within the field and others. [ABSTRACT FROM AUTHOR]

As of December 2011, 13 states have adopted an in-state resident tuition (IRT) policy that provides in-state tuition to undocumented immigrants and several other states are considering similar legislation. While previous research focuses on how IRT policies affect college entry and attainment, this study examines the effect these policies have on high school dropout behavior. Using the Current Population Survey (CPS) and difference-in-difference models, this paper examines whether IRT policies reduce the likelihood of dropping out of high school for Mexican foreign-born non-citizens (FBNC), a proxy for undocumented youth. The policy is estimated to cause an eight percentage point reduction in the proportion that drops out of high school. The paper develops an integrated framework that combines human capital theory with segmented assimilation theory to provide insight into how IRT policies influence student motivation and educational attainment at the high school level., (Copyright © 2014 Elsevier Inc. All rights reserved.)

There has been considerable movement in the United States toward an integrated approach to science, technology, engineering, and mathematics (STEM) which leverages English/language arts, social studies/history, and the arts as contexts and tools for solving the grand STEM challenges of our society. Selective STEM schools have been demonstrated as having positive student outcomes, but enroll students based upon academic criteria rather than interest and effectively exclude underrepresented groups in STEM. In this study, we examine the impact of an integrated STEM high school on student academic outcomes. Findings indicate students significantly outperformed the 13 comparison schools in district on American College Testing (ACT) and school exams. [ABSTRACT FROM AUTHOR]

We rarely consider light limitation in ecosystem productivity, yet light limitation is a major constraint on river autotrophy. Because the light that reaches benthic autotrophs must first pass through terrestrial vegetation and an overlying water column that can be loaded with sediments or colored organic material, there is strong selection for river autotrophs to have high light use efficiencies (LUEs), that is, the efficiency at which light energy is converted to biomass. In contrast to prior studies that have estimated river LUE on single days, we calculated continuous LUE over more than 6 full years for 64 free‐flowing rivers across the United States. This dataset represents the largest compilation of continuous estimates of daily rates of gross primary productivity (GPP) and daily light inputs from which we calculated daily estimates of LUE. Early estimates of LUE in rivers found that clearwater springs with stable flows could achieve LUEs of 4%, much higher than LUEs reported for terrestrial plants. We found that 53% of the rivers in our dataset have LUEs that exceed 4% on at least one day of their time series. Because of the high variability in daily LUE, measurements taken on any given day may misrepresent a river ecosystem's annual LUE. Though most rivers share a high potential, the mean annual LUE of all rivers in our dataset is much lower, only 0.5%. We found that rivers with more variable flow regimes had lower annual LUEs, which indicates that LUE is constrained by hydrologic disturbances that remove, bury, or shade autotrophic biomass. Comparisons of LUE across ecosystems allow us to reframe our view of rivers, by recognizing the high efficiency with which they convert light to biomass compared with lentic, marine, and terrestrial ecosystems. [ABSTRACT FROM AUTHOR]

How school districts measure homelessness among their students has implications for accountability and funding, as well as for supporting student success. Yet, measuring homelessness among high school students is challenging because students move in and out of experiencing it. Using administrative student-level data from a mid-sized public school district in the southern United States, we show that different commonly used procedures to measure which students are considered homeless can yield markedly different estimates of high school graduation rates for these students. This is largely because of differences in how districts classify students who experience homelessness but later become housed. To address the potentially negative effects of housing insecurity on academic achievement, it is important to first identify a common way to diagnose the problem. [ABSTRACT FROM AUTHOR]

Purpose: Scholarly research is considered by many to be an important component of residency training but little is known about the quantity and types of publications produced by urology residents. To our knowledge whether publication efforts during residency predict future academic publication performance is also unknown. We evaluated resident productivity, as measured by peer reviewed publication output, and determined its relation to future publication output as junior faculty., Materials and Methods: We assembled a list of graduating residents from 2002 to 2004 who were affiliated with the top 50 urology hospitals, as ranked in 2009 by U.S. News&World Report. PubMed® was queried to determine the publication total in the last 3 years of residency of each individual and during years 2 to 4 after residency graduation. Resident publication output was stratified by research time and fellowship training. The relationship between resident productivity and future achievement was assessed., Results: We assessed the publication output of 251 urologists from a total of 34 training programs affiliated with the top 50 urology hospitals. Subjects published a mean total of 3.5 and a mean of 2.0 first author papers during training. Greater research time during residency was associated with increased productivity during and after residency. Publication during training correlated with publication during the early academic career., Conclusions: Publication output correlated with increasing dedicated research time and was associated with the pursuit of fellowship training and an academic career. Publication during residency predicted future academic achievement., (Copyright © 2011 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.)

For more than thirty-five years a paradigm of low expectations has infected efforts to educate children with disabilities and has been a persistent and stubborn obstacle to the successful implementation of the Individuals with Disabilities Education Act (IDEA), and its predecessor, the Education of All Handicapped Children Act (EAHCA). This dilemma raises questions addressed in this paper: What is meant by low expectations in the context of Special Education Law? What are the root causes of this phenomenon, and what makes it so resistant to change? How does it impede implementation of the IDEA? And lastly, in what ways does the paradigm of low expectations impact children with disabilities socially, emotionally, and psychologically? The primary purpose of this paper is to consider these questions, particularly the last, utilizing therapeutic jurisprudence (TJ), a theoretical lens through which the emotional and psychological impact of the law and its processes upon those who interact in its context may be viewed and analyzed., (Copyright © 2010 Elsevier Ltd. All rights reserved.)

Aim: This paper is a report of a study to describe scholarly nursing practice from the perspectives of experienced nurses., Background: Theoretically, nursing scholarship has been well-described in the literature and flourishes in academic environments. Nursing organizations and nurse leaders worldwide have embraced the value of and need for scholarship to advance the profession. However, the concept of scholarship has yet to be empirically examined within the practice setting from the perspectives of experienced nurses., Method: A qualitative descriptive research design was used. Semi-structured interviews were conducted with 36 experienced nurses purposively sampled from four acute care hospitals in north-eastern United States of America. The focus of the interviews was to understand how these nurses viewed themselves and their practice. The data were collected between 2004 and 2006 and analysed using content analysis., Findings: Participants clearly articulated personal attributes and professional behaviours that characterized scholarly nursing practice. Two overarching inter-related categories emerged: 'Who I Am' and 'What I Do'. Themes within 'Who I Am' were Active Learner, Out of the Box Thinker, Passionate about Nursing, Available and Confident. Themes within 'What I Do' were Being a Leader, Caring, Sharing Knowledge with Others, Evolving and Reflecting on Practice., Conclusion: Scholarly nursing practice needs to be empirically examined worldwide. Additional studies should focus on scholarly nursing practice with nurses in varying stages of career development, in various types of practice settings, and in different cultures.

This paper summarizes evidence on the effects of early environments on child, adolescent, and adult achievement. Life cycle skill formation is a dynamic process in which early inputs strongly affect the productivity of later inputs.

In an effort to improve the quality of schools, governments around the world have dramatically increased the resources devoted to them. By concentrating on inputs and ignoring the incentives within schools, the resources have yielded little in the way of general improvement in student achievement. This paper provides a review of the US and international evidence on the effectiveness of such input policies. It then contrasts the impact of resources with that of variations in teacher quality that are not systematically related to school resources. Finally, alternative performance incentive policies are described. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Hispanic Higher Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A study was designed to evaluate whether successful candidates in pediatric surgery have performed laboratory research with publication, and if such preparation leads to continued investigations. We requested a curriculum vitae from the 248 pediatric surgeons who began their pediatric surgery residencies (PSR) between 1979 and 1992. For nonresponders, data were collected from physician directories. Indicators of academic status, personal information, and publication data were obtained. Responders had more publications before, during, and after PSR. Those who published during general surgery residency (GSR) had more research years during their residency. Among responders, 59% had spent time in the laboratory, and the percentage with laboratory time increased over the study period. Those with laboratory experience had more laboratory and clinical papers before PSR. Ninety-four percent were from university-based GSRs and 6% were from community GSRs. University general surgery residents did not have more publications during GSR or PSR but had a greater number of publications after PSR. University general surgery residents had more laboratory publications during GSR and after PSR, but did not have more clinical publications. Publications during GSR and after PSR increased during the study period, but not during PSR. Time in the laboratory during GSR did not independently predict continued laboratory research. Those with laboratory papers during GSR did not publish more basic science papers after PSR. Several surgeons had basic science publications that were initiated only after their PSR. In a recent study that compared successful and unsuccessful PSR candidates, the successful candidates were found to have more publications.(ABSTRACT TRUNCATED AT 250 WORDS)

Objective: To explore the status and academic productivity of women compared with men in academic internal medicine., Design: Mail survey done in 1986., Setting: A total of 107 major teaching hospitals in the United States., Participants: Full-time (1693 of 2510) faculty in cardiology, rheumatology, and general internal medicine; 67% of eligible men and 70% of eligible women., Measurements: Academic productivity defined as research grants awarded, abstracts accepted, and papers published in refereed journals; academic advancement as determined by academic rank and tenure status; and monetary compensation., Results: Women entered academic medicine with shorter periods of fellowship training and were less likely to be members in the Alpha Omega Alpha honor society, but they had job descriptions similar to those of men, with similar allocation of work between research, clinical, and teaching activities. After adjustment, women and men were similar in the numbers of research grants funded as principal investigator (1.9 compared with 2.0), abstracts accepted (6.8 compared with 6.1), and papers published in refereed journals (28.8 compared with 29.2; all with P > 0.20). Women were as likely as men to have tenure, but they had lower academic rank (full or associate professor; 33% compared with 47%, P < 0.001) and received less compensation ($72,000 compared with $79,600 annually; P < 0.001)., Conclusion: Although women do similar professional tasks and achieve similar levels of academic productivity, they receive fewer rewards for their work, both in academic rank and monetary compensation.

This article focuses on the conception of teaching science to students in the U.S. The conception of teaching science is consistent with the analysis and research presented in the paper. It is possible that other ways of addressing students' alternative conceptions exist. Neither is there a claim that the knowledge and skills outlined above are all that a science teacher needs. The summary of Hirst-Fenstermacher Framework are listed in this study. The framework contributes a number of categorical statements about teaching to a conception of teaching science. First, the analysis shows that teaching is necessarily related to learning. Second, there is a distinction to be drawn between learning-as-task, and learning-as-achievement.

The article focuses on the effect of using analogies on chemistry achievement in the U.S. This paper also determines whether the use of verbal analogies would have an effect on changing students' Piagetian levels during the school year. The results indicate that using mental analogies does not result in greater achievement for all types of students and appears to confirm the research reports of the three science teachers. The author implies that results might have been more positive in this study if students were required to extend the analogies themselves to the chemical situations rather than telling them how they applied.

This paper describes variables related to the successful achievement of goals in New Careers programs. Correlations, path analysis, and case study data were used to develop models of successful program functioning. Both the techniques of study and the findings might be applicable to other human service projects. Among factors which appear to affect programmatic success were: (a) the use of a system of program planning and self-assessment, (b) the ability of the staff to influence relevant outside agencies and groups informally, and (c) the employment of staff or consultants who have capacity in all critical areas. One hazard was overallocation of resources to the most salient goals and the neglect of less demanding but important goals. [ABSTRACT FROM AUTHOR]

The United States labour movement faces a potentially transformative moment, as workers have won breakthrough union organizing victories at various high‐profile, private‐sector employers. While winning an election is essential to establishing collective bargaining, unions then need to secure a first contract with employers to make tangible improvements in working conditions. Drawing on a sample of 126 responses about postcertification collective bargaining, we find that both employer and union tactics have significant impacts on first contract achievement. Employers continue to impede first contract achievement by committing unfair labour practices, but unions can improve their chances of establishing an agreement by utilizing tactics that engage the public. [ABSTRACT FROM AUTHOR]

The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) was conducted in the United States in 2016 with young adults (age 19) who participated in PISA 2012 when they were in high school (age 15). PISA YAFS was designed to measure the relationship between performance on PISA 2012 and subsequent outcomes (education, employment, etc.) as well as skills. These skills were assessed in an online assessment of literacy, numeracy, and problem-solving skills called Education and Skills Online (ESO). ESO was developed to provide individual-level results linked to the Program for International Assessment of Adult Competencies (PIAAC). [ABSTRACT FROM AUTHOR]

Drawing on Uses and Gratifications theory, this paper proposes and empirically tests an integrated model that depicts the factors that have the potential to impact the behavioral intention to adopt online games. The model is tested with data collected from 308 students in an American university. Overall, the results revealed that the effect of enjoyment was very crucial, and those of social interaction and achievement are moderate, but that of flow of experience did not influence behavioral intention. Results also indicated that visual appeal and escapism are important factors that affect and precede enjoyment. [ABSTRACT FROM AUTHOR]

Since the standards-based assessment practices required by the No Child Left Behind legislation, almost all students in the United States are "labeled" according to their performance on educational achievement tests. In spite of their widespread use in reporting test results, research on how achievement level labels are perceived by teachers, parents, and students is minimal. In this study, we surveyed teachers (N = 51) and parents (N = 50) regarding their perceptions of 73 achievement labels (e.g., inadequate, level 2, proficient) used in statewide testing programs. These teachers and parents also sorted the labels according to their similarity. Using multidimensional scaling, we found labels used to denote the same level of performance (e.g., basic and below proficient) were perceived to differ in important ways, including in their tone and how much achievement they convey. Additionally, some labels were perceived as more encouraging or clear than others. Teachers' and parents' perceptions were similar, with a few exceptions. The results have important implications for reporting results that encourage, rather than discourage, student learning. [ABSTRACT FROM AUTHOR]