Downloads & Free Reading Options - Results

xii, 236 p. : 29 cm

xii, 236 p. : 29 cm

The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) is a new study that allows research into the characteristics, cognitive skills, and other life outcomes of young adults as they transition from high school to postsecondary life. This Research and Development report provides a snapshot of outcomes at the outset of this important transition, as well as preliminary examinations of how these outcomes are related to individuals' competencies in high school. For data on 19-year-olds, PISA YAFS used the Education and Skills Online (ESO) survey, which is based on the Organization for Economic Cooperation and Development's (OECD) Program for International Assessment of Adult Competencies (PIAAC). For data on 15-year-olds, the study relied on the 2012 administration of the Program for International Student Assessment (PISA), which is the OECD's flagship student assessment program that, every 3 years, assesses reading, mathematics, and science literacy and collects relevant background data on students and their schools. This report describes the literacy and numeracy performance of 19-year-olds along with other outcomes such as their engagement in postsecondary education, participation in the workforce, attitudes toward their lives and ability to make their own choices, and vocational interests. Moreover, it examines whether and how these outcomes are related to the 19-year-olds' earlier performance in PISA 2012 and whether those relationships differ for various subgroups of individuals. This report thus provides an indication of the degree to which success on PISA 2012 is related to various outcomes at the important transition from high school to postsecondary life.

328 p. : 28 cm

The purpose of this paper is to offer publicity ideas for college reading and study skills programs. Examined are such basic publicity materials as brochures, posters, slide-tape presentations, handouts, and newspaper articles. Sixty-one publicity ideas are suggested, including offering a study skills workshop to freshman athletes before school opens; explaining center programs to orientation counselors; setting up an information table at registration; meeting with readmitted students to explain center programs; setting up a display in the campus library; placing individualized posters in each college of the university; placing flyers in student mailboxes; and working with the foreign student advisor to reach internationals with course information. (TS)

BackgroundPremature infants are defined as neonates born before 37 weeks gestational age a newborn infant, or neonate, is a baby under 28 days of age. During these first 28 days of life, the baby is at highest risk of dying. It is thus crucial that appropriate feeding and care are provided during this period, both to improve the infant’s chances of survival and to lay the foundations for a healthy life.Objective To evaluate the effect of prefeeding oral stimulation program on oral feeding skills among preterm infants.Material and Methods A quasi experimental approach and pretest posttest control group design was adopted. Purposive sampling technique was used to select 40 preterm infants i.e. 20 in each experimental and control group. In experimental group, intra and peri oral stimulation was given for 3 minutes and 2 minutes on pacifier, 2 times a day at 2 hours intervals for the duration of 4 days and in control group routine care was done. Data collection was done using oral feeding skills assessment scale. The collected data were analyzed by calculating frequency, percentage, mean, standard deviation, chi square, and -‘t’ test.Findings The results revealed that in pre test, there was no statistically significant p 0.05 difference in all levels of feeding skills among preterm infants between experimental and control group but in post test there was statistically significant p 0.05 difference found in mean score of all levels of feeding skills among preterm infants in experimental and control group. The difference between the pre test and post test mean scores of all levels of feeding skills among preterm infants in experimental group was statistically more significant in comparison with control group after provision of 4 days of prefeeding oral stimulation programme. Hence prefeeding oral stimulation programme was found to be effective in improving the oral feeding skills among preterm infants.Conclusion The effect of prefeeding oral stimulation program on oral feeding skills among preterm infants is effective and it helped in the improvement of preterm infants feeding skills. Priya Guleria | Mrs. Poonam Toor | Mrs. Davinder Kaur "A Quasi Experimental Study to Evaluate the Effect of Prefeeding Oral Stimulation Program on Oral Feeding Skills among Preterm Infants in Selected Hospitals, Punjab" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51975.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/51975/a-quasi-experimental-study-to-evaluate-the-effect-of-prefeeding-oral-stimulation-program-on-oral-feeding-skills-among-preterm-infants-in-selected-hospitals-punjab/priya-guleria

BackgroundPremature infants are defined as neonates born before 37 weeks gestational age a newborn infant, or neonate, is a baby under 28 days of age. During these first 28 days of life, the baby is at highest risk of dying. It is thus crucial that appropriate feeding and care are provided during this period, both to improve the infant’s chances of survival and to lay the foundations for a healthy life.Objective To evaluate the effect of prefeeding oral stimulation program on oral feeding skills among preterm infants.Material and Methods A quasi experimental approach and pretest posttest control group design was adopted. Purposive sampling technique was used to select 40 preterm infants i.e. 20 in each experimental and control group. In experimental group, intra and peri oral stimulation was given for 3 minutes and 2 minutes on pacifier, 2 times a day at 2 hours intervals for the duration of 4 days and in control group routine care was done. Data collection was done using oral feeding skills assessment scale. The collected data were analyzed by calculating frequency, percentage, mean, standard deviation, chi square, and -‘t’ test.Findings The results revealed that in pre test, there was no statistically significant p 0.05 difference in all levels of feeding skills among preterm infants between experimental and control group but in post test there was statistically significant p 0.05 difference found in mean score of all levels of feeding skills among preterm infants in experimental and control group. The difference between the pre test and post test mean scores of all levels of feeding skills among preterm infants in experimental group was statistically more significant in comparison with control group after provision of 4 days of prefeeding oral stimulation programme. Hence prefeeding oral stimulation programme was found to be effective in improving the oral feeding skills among preterm infants.Conclusion The effect of prefeeding oral stimulation program on oral feeding skills among preterm infants is effective and it helped in the improvement of preterm infants feeding skills. Priya Guleria | Mrs. Poonam Toor | Mrs. Davinder Kaur "A Quasi Experimental Study to Evaluate the Effect of Prefeeding Oral Stimulation Program on Oral Feeding Skills among Preterm Infants in Selected Hospitals, Punjab" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51975.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/51975/a-quasi-experimental-study-to-evaluate-the-effect-of-prefeeding-oral-stimulation-program-on-oral-feeding-skills-among-preterm-infants-in-selected-hospitals-punjab/priya-guleria

The Summer Study-Skills Program (SSSP) described in this report is sponsored by the Educational Counseling Service of the Board of National Missions, United Presbyterian Church. Under the SSSP, tenth-grade minority youth from small towns or rural areas of the southeastern and southwestern United States who are educationally disadvantaged but are ranked high according to the norms of their communities are given a structured 6-week basic curriculum of mathematics, communications, and reading. This curriculum is designed to prepare participating students for academic success in their remaining years of high school and in college. It is reported that of the more than 400 students who have taken part in the program, 85% are accounted for and have performed well in college. Along with the discussion of the 1967 SSSP--in terms of teaching goals, student life during the session, and financial support for the project--the report describes 2 other SSSP programs: the 1967 Reading Workshop for elementary teachers and the 1967 Administrators Workshop. (TL)

A study of one grade cohort of students taught in a Chicago Mastery Learning Reading (CMLR) Program was extended to two additional cohorts, one older and one younger than the original group but who were taught using the same method. The students' reading comprehension test scores were compared with those of students in other schools, not taught by the CMLR method. The findings were similar to those for the original group, showing the younger students' performance to be slightly lower than the control group's and the older students' to be higher than national, regional, and control group norms. The apparent inconsistency of program results across years suggests that any CMLR program impact should be looked for by other means. (MSE)

By Hannah Wurl '21 https://studyskillzforkidz.weebly.com

The main purpose of this study is to determine the gifted students' self-efficacy of educational technology for technology and design. It is also aimed to find out whether there is a statistically significant difference in terms of the gender, the special talent area, the type of school, the grade level, the education level and income rate of families, and the preference of using information and communication technologies. In this study quantitative method was preferred and descriptive screening model was used since it was aimed to determine the students' self-efficacy. The research was conducted with 1.376 pupils who were students in twelve Science and Art Centers in different regions of Turkey. As a data collection tool, "The Self-Efficacy of Educational Technologies for Technology and Design Scale" developed by Author (2019) was used. The scale was prepared in 5-point Likert type and consisted of 4 sub-factors with 20 items. It was found that the four-factor structure explained 52.45% of the total variance for the concept to be measured. Cronbach's Alpha internal consistency coefficient value of the scale was a =0.89. According to the Confirmatory Factor Analysis (CFA) results, the items of the scale were grouped under the title of sub-factors as "Technology and Design", "Problem Solving", "Appropriate Tool Selection and the Use of Technology". The scale was found to be highly compatible in terms of current compliance values. According to the results of the research, it was found that the gifted students' self-efficacy of educational technology for technology and design was at "Good" (x-bar=3.86 / x-bar=77.26). In addition, while there was no significant difference in terms of the gifted students' self-efficacy of educational technologies for technology and design according to the gender variable, statistically significant difference was found according to the special talent area, the type of school, the grade level, the education level and income rate of their families, and the preference of using information and communication technologies. According to the results of the research, it is observed that gifted students were at "Good" level in terms of the results of the sub factors "the Use of Technology", "the Problem Solving Skills and the Appropriate Tool Selection and the Technology and Design". By the way it can be said that the individualized education program and individual talent recognition program that special talented individuals follow in Science and Art Centers generally meet the efficiency gains.

The summer "bridge" part of the Special Transitional Enrichment Program (STEP) at the University of California (UC), Davis, was evaluated with attention to first-year academic performance and retention. STEP, part of the Educational Opportunity Program (EOP), is an orientation and academic program to help low-income and minority students make the transition to the university curriculum. A comparison was made of specially-admitted freshmen who attended summer STEP (group A) with those who began STEP in the fall (group B). Findings include: among the fall 1978 EOP special action freshmen who completed their first year at UC Davis, group A had lower high school grade point averages (GPA) and lower Scholastic Aptitude Test (SAT) math scores on the average than group B; group A students did as well academically as the academically better-prepared Group B students; total SAT scores carry negligible weight in predicting first-year college GPA and retention for these EOP specially-admitted freshmen; summer STEP participation does not significantly affect first-year college GPA after correcting for the influences of students' academic background/workload; and participation in summer STEP significantly affects retention as measured by quarters enrolled. (Author/SW)

An evaluation of Manitoba's French immersion programs at the levels of grades 3, 6, and 9 focused on program effectiveness in teaching listening comprehension and speech skills. The results for grade 9 are presented here. The first section describes the framework of the immersion curriculum and the listening and oral skills targeted in it. The second section outlines the study's design, including the evaluation instrument used, its pilot testing, sampling, data collection, evaluators, scoring, and evaluation criteria. The third section presents results and interpretation, and the final section offers conclusions and 11 recommendations for program design, classroom implementation, and program administration. Results indicate that the majority of the objectives chosen for evaluation were met satisfactorily. Communication objectives were better attained than functional objectives, and achievement was especially high in "identifying that which provides clues about the speaker." Deficiencies were still observed in the area of syntax when speaking skills were evaluated. The evaluation instrument is appended. (MSE)

This study sought to determine the effects of the Junior Great Books program on the higher level thinking skills of gifted/able learners and on interpretive reading skills development. Three groups of students were observed. They consisted of 83 elementary students in 2 experimental groups, all of whom participated in a Junior Great Books program, and 143 gifted/able second, fourth, and fifth graders in a control group. Students met for 12 sessions to discuss a story (either traditional or modern) that everyone had read in advance, led by adults specially trained by the Great Books Foundation to ask questions that encourage students to think about the meaning of what they have read. Results showed that quantitative measures did not reveal a significant increase in the mean scores of School Ability Indexes on the Otis-Lennon School Ability Test, but qualitative measures revealed that the quality of answers significantly improved as a result of participation in the Junior Great Books discussions. Anecdotal records before and after the program indicated that participants exhibited enthusiasm in vocabulary development, increased interest in literature, and positive attitudes toward the special reading program. (JDD)

This report provides information on programs and developments during the 1980-81 academic year in the Institute of Study for Older Adults (ISOA) Liberal Arts program which provided more than 158 courses to over 3,600 disadvantaged elderly residents of New York City. The first section concentrates on progress towards continuing objectives--in particular towards involving students in the selection of courses of study and promoting advocacy of the learning needs of elders to educators and gerontologists. This section reveals that older students prefer academic over non-academic classes and prefer classes they select themselves over those chosen by center staff. After a discussion of the program's recognition, both locally and nationally, the success of projects undertaken in local centers and of radio shows for the elderly are assessed. The next section evaluates the liberal arts program of ISOA and includes details of a survey of 180 adults. The survey found that ISOA students were not more satisfied with life, socially active, or involved in the community than other groups and that students reported positive changes resulting from their experience with the program. Then, efforts to extend basic education and English as a Second Language to the elderly, involving surveys, interviews, and the development of a program manual, are outlined. Finally, the effects of funding reductions on ISOA liberal arts programs are examined. Appendices include data on funding, enrollment, attendance, and completion patterns. (HB)

This document reports on the initial phase of a project investigating how to relate formal mathematical representational and problem solving skills to informal strategies that children naturally invent to solve simple addition and subtraction problems. A program was developed that allows pupils to solve word problems on a microcomputer. A pilot study was carried out with four first-grade children. The subjects were individually instructed for a series of nine 20-minute lessons. The results of the study indicated that the program is effective in teaching representational and problem-solving skills. Before instruction, the subjects consistently wrote incorrect sentences for incorrect problems and generally did not use their number sentences for their solutions. Following instruction, three of the four children consistently used number sentences to solve a wide variety of addition and subtraction problems. It is concluded that further investigation seems warranted, and that this pilot investigation suggests that microcomputers can have important roles in instruction. (MP)

A randomized study to obtain evidence of the effect of using the Kalulu Phonics program for teaching literacy to children in the first grade of elementary school in Brazilian public schools.

Research was conducted at Bucks County Community College, Newton, Pennsylvania, during the 1969-70 academic year to determine the effects of special reading and study skills instruction combined with counseling on the success rate of "high-risk" students. A course, which involved 2 hours of instruction per week plus 1 additional hour of independent work, combined with educational/vocational counseling, was offered. Freshmen who ranked in the bottom 40 percent of their high school graduating class and whose SAT scores were below 800 with a verbal score below 400 were informed that a reading and study skills program was available. Of 82 students who met the criterion for course attendance, 41 enrolled and 33 completed the entire course. The students who did not attend were used as a comparison group. Three studies were made to determine the immediate and relative effects of attending the course: a comparison of pretested data with posttest data obtained from three subscales of the Cooperative Reading Test; a comparison of the pretest data with the posttest data from the Student Attitude subscale of the Brown-Holtzman Survey of Study Habits and Attitudes; and a comparison of semester average, English grades, and frequency of failures between the experimental group and the control group. Results of the studies showed that the experimental group's semester average was significantly improved when compared with the control group, and benefits were realized as a result of the counseling experience. (DB)

Social and emotional (SE) skills are interpersonal, self-regulatory, and task-related behaviors that are important for adaption to and successful performance in educational and workplace settings (Casillas et al., 2015). Students can improve these skills through social and emotional learning (SEL) interventions or programming designed to teach SE skill development to students in school settings (e.g., Mahoney et al., 2018). While teaching SEL shows promising results and continues to gain traction in the K-12 education space, little consensus exists on what label should be used to describe this skill set (e.g., Berg et al., 2017). A recent study with parents suggests that, although support for social and emotional learning (SEL)-related skills is relatively strong, the label "social-emotional learning" itself is unfavorable (Tyner, 2021). This conclusion was based on a rank order item which presented parents with a list of 12 undefined, SEL-related program titles and asked them to select three school programs they would most and least want their child enrolled in. To test the assumption that respondents perceived all program labels as teaching SEL, the authors conducted a survey with parents and caregivers of ACT® test takers. Results from this follow-up study demonstrate that the program label "life skills" represents a far broader range of skills than those we would typically conceptualize as SE skills. While skills such as financial management, completing taxes, and taking care of homes and automobiles are undoubtedly important, they are fundamentally different from SE skills such as persistence, empathy, and resilience. [For the 2021 study "How to Sell SEL: Parents and the Politics of Social-Emotional Learning," see ED616280.]

The individuals continue to live with the achieved skills and behaviors. The inefficiencies in these skills affect the acquisition of new skills, learning and quality of life. Social-emotional learning skills are the skills that are necessary in various areas from social life to academic life. Social-emotional learning skills can be improved through teaching of the desirable behavioral patterns, and also through the prevention of undesirable behavioral patterns. In this study, available prevention programs for the development of social-emotional learning in preschool years were examined. The five prevention programs titled as Al's Pals: Kids Making Healthy Choices, DARE to be You, High/Scope Perry Preschool Program, Second Step, and Zippy's Friends were handled. The aims, contents, and effects of these programs were reviewed. The results of the review showed that Al's Pals is a resiliency-based prevention program to risk factors such as violence and poverty, DARE to be You is a resiliency-based intervention program to later substance abuse while High/Scope Perry Preschool Program is an intervention program to abstain from school failure and other related problems. It was also revealed that Second Step is a violence-prevention program, and Zippy's Friends is a suicide prevention program. It was found that all of these programs are valid and effective in improving behaviors that negatively affect social-emotional learning of preschool children. It is clear that these programs can be used by proficient teachers and educators to support children's social-emotional learning skills as well as main objectives of the programs regarding prevention.

The individuals continue to live with the achieved skills and behaviors. The inefficiencies in these skills affect the acquisition of new skills, learning and quality of life. Social-emotional learning skills are the skills that are necessary in various areas from social life to academic life. Social-emotional learning skills can be improved through teaching of the desirable behavioral patterns, and also through the prevention of undesirable behavioral patterns. In this study, available prevention programs for the development of social-emotional learning in preschool years were examined. The five prevention programs titled as Al's Pals: Kids Making Healthy Choices, DARE to be You, High/Scope Perry Preschool Program, Second Step, and Zippy's Friends were handled. The aims, contents, and effects of these programs were reviewed. The results of the review showed that Al's Pals is a resiliency-based prevention program to risk factors such as violence and poverty, DARE to be You is a resiliency-based intervention program to later substance abuse while High/Scope Perry Preschool Program is an intervention program to abstain from school failure and other related problems. It was also revealed that Second Step is a violence-prevention program, and Zippy's Friends is a suicide prevention program. It was found that all of these programs are valid and effective in improving behaviors that negatively affect social-emotional learning of preschool children. It is clear that these programs can be used by proficient teachers and educators to support children's social-emotional learning skills as well as main objectives of the programs regarding prevention.

The individuals continue to live with the achieved skills and behaviors. The inefficiencies in these skills affect the acquisition of new skills, learning and quality of life. Social-emotional learning skills are the skills that are necessary in various areas from social life to academic life. Social-emotional learning skills can be improved through teaching of the desirable behavioral patterns, and also through the prevention of undesirable behavioral patterns. In this study, available prevention programs for the development of social-emotional learning in preschool years were examined. The five prevention programs titled as Al's Pals: Kids Making Healthy Choices, DARE to be You, High/Scope Perry Preschool Program, Second Step, and Zippy's Friends were handled. The aims, contents, and effects of these programs were reviewed. The results of the review showed that Al's Pals is a resiliency-based prevention program to risk factors such as violence and poverty, DARE to be You is a resiliency-based intervention program to later substance abuse while High/Scope Perry Preschool Program is an intervention program to abstain from school failure and other related problems. It was also revealed that Second Step is a violence-prevention program, and Zippy's Friends is a suicide prevention program. It was found that all of these programs are valid and effective in improving behaviors that negatively affect social-emotional learning of preschool children. It is clear that these programs can be used by proficient teachers and educators to support children's social-emotional learning skills as well as main objectives of the programs regarding prevention.

The Philippines’ Pantawid Pamilyang Pilipino Program (4Ps) was patterned after the Conditional Cash Transfer program in Latin American and African countries. With the 4Ps’ goals of reducing poverty and empowering the poor, the government has invested in the primary and secondary education of children by providing cash assistance among the poorest households. Almost a decade after its initial implementation in 2008, the expectations on this program are high. Hence this paper (1) provides a comparison of the study skills and (2) presents an analysis of Science academic performance, Science class attendance, and daily allowance, among junior high school students in two hundred fifty (250) 4Ps and three hundred thirteen (313) non-4Ps families in school districts of three northern municipalities that differ in economic classification in Zambales province. The students’ self-rating of their study skills focused on (1) textbook reading, (2) note-taking, (3) memory, (4) test preparation, (5) concentration, and (6) time management following Congos’ Study Skills Inventory. The results illustrate the (1) causal effect of 4Ps on the students’ study skills, Science academic performance, and Science class attendance, and (2) relationship between study skills and Science academic performance. The findings are discussed to reflect on the effectiveness of 4Ps to address poverty relative to its implications to study skills and Science academic performance.

The Philippines’ Pantawid Pamilyang Pilipino Program (4Ps) was patterned after the Conditional Cash Transfer program in Latin American and African countries. With the 4Ps’ goals of reducing poverty and empowering the poor, the government has invested in the primary and secondary education of children by providing cash assistance among the poorest households. Almost a decade after its initial implementation in 2008, the expectations on this program are high. Hence this paper (1) provides a comparison of the study skills and (2) presents an analysis of Science academic performance, Science class attendance, and daily allowance, among junior high school students in two hundred fifty (250) 4Ps and three hundred thirteen (313) non-4Ps families in school districts of three northern municipalities that differ in economic classification in Zambales province. The students’ self-rating of their study skills focused on (1) textbook reading, (2) note-taking, (3) memory, (4) test preparation, (5) concentration, and (6) time management following Congos’ Study Skills Inventory. The results illustrate the (1) causal effect of 4Ps on the students’ study skills, Science academic performance, and Science class attendance, and (2) relationship between study skills and Science academic performance. The findings are discussed to reflect on the effectiveness of 4Ps to address poverty relative to its implications to study skills and Science academic performance.

A study examined methods for helping students earn their Literacy Passport, mandated for all students by the Virginia Department of Education, prior to entering the ninth grade, beginning in grade 6. Teachers were trained at North Accomack Elementary School (Virginia) in the use and implementation of the writing process and in writing to a prompt. The study used a writing assessment administered to all students in grades 5-8 during each 9-week marking period. To measure progress in writing, a writing predictor test was administered to students in grades 4-5. The results of the test were merged with the Iowa Test of Basic Skills (ITBS) and a Degrees of Reading Progress Test given in conjunction with the ITBS to predict future results. The results were used as baseline data for the group. Results revealed a significant improvement, with the entire school division improving from 30% scoring above the cut-off score in 1993 to 65% scoring above the cut-off score in 1994. Findings suggest that after training, teachers more effectively taught the key elements needed by students in preparing for the writing test for their Literacy Passport, but more time and training will be required for all teachers to acquire the skills to effectively use the writing process in improving student writing. (CR)

A study was conducted at North Shore Community College (NSCC) to determine whether there was a particular score on the General Education Development (GED) Writing Skills Test that would predict a passing score for GED recipients on the College Level Examination Program (CLEP) General English Composition Examination. A total of 73 GED recipients participated in the study. Each had received a standard score of 50 or above on the GED Writing Skills Test, received a total score of 225 or above on the entire GED battery, completed the GED tests at NSCC, had enrolled or planned to enroll at NSCC, and had been interested in receiving credit for English Composition I as a first- or second-semester student. Study findings included the following: (1) 41% of the study sample passed the CLEP General English Composition Examination with a score of 421 or above; (2) a GED recipient had a 63% chance of earning the score of 421 provided he/she had a total GED score of at least 261 and individual test scores of 51 in writing, 54 in social studies, 51 in science, 50 in literature and arts and 46 in mathematics; and (3) using Pearson's Linear Correlation analysis no statistically valid predictability existed between a particular profile of scores achieved on individual tests nor the total score and the passing CLEP score. The study report includes a summary of the research process used, the survey instrument administered to GED recipients who participated, and participant GED and CLAP scores. (AC)

A Ball State University course begun in December 1968 is designed to strengthen and improve the reading and study skills of 50 "directed admission" freshmen: students who have earned low SAT scores and poor high school grades. Prior to the experiment their college attrition rate had been 90%. During the first year large group techniques were used in directing exercises in vocabulary development, critical reading, and grammar fundamentals. Small group work became possible in the second year with the addition of a graduate assistant who gave considerable help to the poorest readers. The difficulty of motivating more nearly "average" students prompted complete individualization of instruction during the third year, while the fourth year featured structuring of the grading system and institution of student records of daily progress. Data indicate that significant improvement occurred during the first and third years in vocabulary, comprehension, and total reading achievement; statistically non-significant positive changes occurred during the second year. The attrition rate for students enrolled in the experimental program is 48%. (RD)

Employability skills (ES) are important for effective and successful individual participation in the workplace. The main aims of the research were to identify important ES needed by graduates of Public Health Study Program Universitas Ahmad Dahlan (PHSP UAD) and to assess the achievement of the ES development that has been carried out by PHSP UAD. This study used a mixed method research with convergent design. Quantitative research was conducted with survey to graduates. Qualitative research was conducted with structured interviews to employers. Both data were analyzed separately and interpreted concurrently. Graduates and employers of PHSP UAD in broad outline were in line on the important ES needed in the workplace and the assessment of the achievement. Several ES consistently were considered important. The achievement of ES that were related to public health knowledge and its application were already high, meanwhile several important ES which are needed in the work place in the 21st century were still low. ES needed for graduates of PHSP UAD had been formulated. Curriculum revision is recommended to integrate ES into core academic activities to promote the development of ES,needed in the work place in the 21st century.

The purpose of this study was to examine the effects of an instrumental music pullout program on student achievement. Two hundred and twenty-three students were divided into 2 groups. The first group consisted of 46 instrumental music students in grades 4 and 5. The second group consisted of 177 students who did not participate in the instrumental music program. A two-sample independent t-test analysis was used to determine if there was a significant difference between the test scores of the students who were excused from class for 30 minutes twice a week for instrumental music study and those who were not involved in the music program. It was hypothesized that there would be no significant difference between the test scores of the two groups or that the test scores of the music students would be higher than the nonmusic students as measured in five academic areas of the California Tests of Basic Skills: reading, language comprehension, mathematics comprehension, science, and social studies. Findings support the first hypothesis; that is, no significant difference exists between the scores of instrumental music participants and nonparticipants. (Contains four tables.) (Author/SLD)

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum & college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.

This 18-item bibliography includes journal articles, yearbook chapters, dissertations, unpublished papers, and ERIC documents dealing with the characteristics or evaluation of college reading/study skills programs. Each item in the alphabetical list is briefly annotated. (AA)

This 18-item bibliography includes journal articles, yearbook chapters, dissertations, unpublished papers, and ERIC documents dealing with the characteristics or evaluation of college reading/study skills programs. Each item in the alphabetical list is briefly annotated. (AA)

Two self-contained fourth grade classrooms were compared during a 1-year study conducted in a small rural community in Indiana. Pre-test measures consisted of the previous year's third grade scores on the Cognitive Abilities test and a self-developed inventory of attitude toward school and computers. The control group (n=28) received instruction throughout the study via traditional teaching methods with one computer available to the class. The experimental group (n=29), with a student/computer ratio of 2:1, began the year by learning keyboarding and becoming familiar with the computer system and the available variety of software, as well as attending to the traditional lessons with their teacher. After this initial instruction, these students spent a minimum of two hours per day at the computer, either alone, or with a partner, working with software from all areas of typical daily instruction. The measures of posttest performance for the two groups compared computer skills mastered; problem solving ability; and the Iowa Test of Basic Skills Reading, Math, and Composite Subtests. Both the raw scores on these measures and the scores adjusted for differences in intelligence were compared. Student attitudes toward school and computers, and teacher perceptions of student abilities were also compared. Although the experimental group had significantly higher scores on the computer skills test, none of the other measures produced significant results. Five appendixes and two supplemental analyses provide the study data and statistical analyses, sample measuring instruments, and a list of computer skills objectives. Ten references are included. (EW)

Data were collected between July and November 1992 to identify ways in which the Ontario Basic Skills (OBS) and Formation de base de l'Ontario (FBO) programs had helped learners progress toward further training or employment. It also identified the partnerships and collaborative efforts within Conestoga College and beyond that added to the community as a whole and to the individual participant. Methodology included face-to-face interviews, phone calls, and questionnaires to past and present participants, college personnel, and community-based workers. The following recommendations were made: students should be tracked better after leaving to evaluate program effectiveness and modify it where necessary; the programs should continue to follow the methods of adult education; the college system should continue to recognize OBS and FBO as vital programs; there should be more communication among OBS and FBO programs; there should be more program modifications to meet needs of Native Peoples; colleges and program funders should identify groups and individuals not being served and develop strategies to close these gaps; and funding should be on a multiyear basis to ensure effective development and delivery of OBS and FBO programs. (Interview instruments, OBS Program funding to colleges, and background information are appended.) (YLB)

This program, which provides an introduction to study skills in mathematics for pre-algebra students through a series of 10 activity-oriented units, is structured on the assumption that activity-oriented lessons are the most effective way to teach study skills. By completing activities in the units, students learn about study skills needed for mathematics and practice those skills in a mathematics environment. The program addresses a wide range of student needs, providing an introduction to specific skills for students who have little sense of a particular study skill, providing a learning experience of initial mastery for students who are ready to acquire a skill, and offering review and reinforcement for students who have mastered a given skill. Topic areas of the units include: listening as a mathematical skill, problem solving, understanding the language of mathematics, learning from homework, using formulas, estimation, preparing for a test, and taking a mathematics test. This guide contains strategies for teaching these units, suggestions for further instruction in each study skill area, and an overview of study skills. It is strongly recommended that the units be taught within the context of an ongoing mathematics course rather than in separate settings. (JN)

An evaluation of Manitoba's French immersion programs at the levels of grades 3, 6, and 9 focused on program effectiveness in teaching listening comprehension and speech skills. The results for grade 6 are presented here. The first section describes the framework of the immersion curriculum and the listening and oral skills targeted in it. The second section outlines the study's design, including the evaluation instrument used, its pilot testing, sampling, data collection, evaluators, scoring, and evaluation criteria. The third section presents results and interpretation, and the final section offers conclusions and nine recommendations for program design, classroom implementation, and program administration. It was found that objectives of the oral comprehension and speaking skills components of the French-as-a-Second-Language curriculum were adequately achieved. However, four of the objectives used for the evaluation were judged unsatisfactory: (1) expressions from context; (2) motivates others to act; (3) uses precise terms; and (4) uses appropriate grammatical structures. There was a higher level of achievement in oral comprehension than in speaking skills. The evaluation instrument is appended. (MSE)

The purpose of this study is to develop and conduct a preliminary investigation of a new, individualized "Integrative Parental Skills Program" (IPSP). In this study (Phase 1), the principal investigator, an expert practitioner, will deliver the newly developed 8-session IPSP to the parents to examine the program's feasibility, acceptability, and preliminary efficacy. This study will employ a mixed-methods case study design, combining quantitative data (questionnaires) and qualitative data (interviews). Participants will be assessed before the program, immediately after, and at the 3-month follow-up. This study will provide a solid foundation for a subsequent study (Phase 2) aimed at developing and evaluating a training protocol for the IPSP.

Report on the Pre-Enrollment Program at Middlebury College. This document was originally in a folder titled "Minority Affairs" and was filed with materials related to the development of early diversity, equity, and inclusion (DEI) programs at Middlebury College.

Background: One of the most important effects of age-related declines in neural processing speed is the impairment of temporal resolution, which leads to difficulty hearing in noisy environments. Since the central auditory system is highly plastic, by designing and implementing a temporal processing-based auditory training program, we can help the elderly improve their listening skills and speech understanding in noisy environments. Methods: In the first phase of this research, based on the theoretical framework of temporal processing, an auditory training solution was developed as a software program. In the second phase, which will be described in the present study, the effects of the designed program on the listening skills of the elderly users of hearing aids (age: 60-75 years) will be studied in the control and intervention groups. In the intervention group, the auditory training program will be implemented for three months (36 sessions), and the results of central tests (GIN, DPT, QuickSIN) and the electrophysiological speech-ABR test will be compared in both groups before, immediately and one month after the intervention. Discussion: Since temporal processing is not sufficient in auditory training programs for the elderly with hearing impairments, implementation of a temporal processing-based auditory training program can reduce hearing problems in noisy environments among elderly users of hearing aids.

This practicum was designed to integrate a study skills program throughout special education classes in a middle school. The major objectives were to develop a variety of instructional strategies to meet the students' needs in the area of study skills, to foster the teaching of study skills in each subject area by the special education teachers through direct instruction, and to provide specific segments of time for study skills awareness activities in each subject area of the students' core curriculum. The practicum project involved designing and administering a study skills self-assessment inventory to special education students and a staff needs assessment to special education teachers, and sharing with teachers activities that would enhance classroom study skill instruction. Informal meetings were held between the practicum implementor and special education teachers to offer assistance to teachers and to monitor weekly study skill objectives. Results revealed an increase in the amount of time spent in direct instruction of study skills in each of nine special education classrooms. Students' use of a unified assignment book resulted in a significant increase in the number of students completing long-term and short-term assignments both on time and as directed. Seventy percent of the teachers and 60 percent of the students deemed the practicum successful in teaching study skills that resulted in academic progress. Appendices contain a needs assessment survey for teachers, a study skills self-assessment inventory for students, a list of study skills, samples of teachers' lesson plans, and evaluation questionnaires. (Contains approximately 40 references.) (JDD)

This program includes 14 activity-oriented units which integrate instruction in science study skills with hands-on learning about energy and appropriate technology. The program is suitable for use in a wide range of science curricula in grades 7 to 10. Units focus on such topics as the meaning of the word "appropriate," what makes technology appropriate, non-renewable and renewable energy, technology and the environment, using energy efficiently, life cycle costing, the solar greenhouse, storing energy, conserving energy, and solar and wind collectors. The final unit is a class project which permits students to use many of the skills they have learned. These skills include listening, building science vocabulary, reading for meaning, taking effective notes, making judgments, interpreting charts and graphs, problem solving, test taking, using scientific measuring tools, applying laws, working with the metric system, working in scientific notation, and developing and testing hypotheses. This teacher's guide (which includes facsimiles of all pages in the student text) includes instructional strategies and practical suggestions for both the experienced and inexperienced teacher. (JN)

Presented are 10 activity-oriented units designed to provide an introduction to study skills in mathematics for pre-algebra students. Topic areas of the units include: listening as a study skill; problem solving; understanding the language of mathematics; learning from homework; using formulas; estimation; preparing for a test; and taking a mathematics test. By completing activities in the units, students learn about study skills needed for mathematics and practice those skills in a mathematics environment. Unit activities address a wide range of student needs, providing an introduction to specific skills for students who have little sense of a particular study skill, providing a learning experience of initial mastery for students who are ready to acquire a skill, and offering review and reinforcement for students who have mastered a given skill. Although the units are designed for pre-algebra students and have been found to be applicable in grades 7 to 9, they may be of value to students at other grade levels. In addition, it is strongly recommended that the units be taught within the context of an ongoing mathematics course rather than in separate settings. (JN)

An advanced General Education Program has been designed to prepare an individual with the information, concepts, and general knowledge required to successfully pass the American Council on Education's High School General Education Development (GED) Test. The Advanced General Education Program provides comprehensive self-instruction in each of the following areas: (1) Correctness and effectiveness of Expression, (2) Social Studies, (3) Natural Sciences, (4) Interpretation of Literary Materials, and (5) General Mathematics. This document covers map reading skills, climate, man and the natural world, man and his culture, and reading. (CK)

An advanced General Education Program has been designed to prepare an individual with the information, concepts, and general knowledge required to successfully pass the American Council on Education's High School General Education Development (GED) Test. The Advanced General Education Program provides comprehensive self-instruction in each of the following areas: (1) Correctness and effectiveness of Expression, (2) Social Studies, (3) Natural Sciences, (4) Interpretation of Literary Materials, and (5) General Mathematics. This document covers map reading skills, climate, man and the natural world, man and his culture, and reading. (CK)

AN ANALYSIS AND EVALUATION OF A READING IMPROVEMENT PROGRAM FOR MEDICAL LABORATORY ASSISTANT TRAINEES WHO NEEDED TO IMPROVE THEIR SKILLS IN ORDER TO SUCCEED IN THEIR TECHNICAL COURSE IS PRESENTED. THE STUDENTS WERE GIVEN TESTS OF VOCABULARY, COMPREHENSION, RATE, AND LISTENING COMPREHENSION. THEY KEPT RECORDS OF THEIR OWN PROGRESS, AND POST-TESTS WERE GIVEN AT THE END OF THE COURSE. THE PROGRAM WAS SET UP FOR 10 HOURS OF INSTRUCTOR TIME EACH WEEK. THERE WERE THREE 2-HOUR LECTURE AND DISCUSSION SESSIONS FOR THE ENTIRE GROUP, TWO 1-HOUR PERIODS ARRANGED FOR INDIVIDUAL INSTRUCTION ON SPECIFIC SKILLS AS NEEDED, AND THE REMAINING HOURS WERE USED FOR WORK WITH STUDENT CONSULTANTS AND FELLOW INSTRUCTORS AND FOR GENERAL PREPARATION. THE TECHNIQUES, MATERIALS, AND ORGANIZATION USED WERE SIMILAR TO THOSE USED IN ADULT AND COLLEGE READING PROGRAMS. PRE- AND POST-TEST SCORES WERE ANALYZED BY THE T TEST TO SHOW SIGNIFICANT GAINS IN LISTENING COMPREHENSION AND READING RATE AND BY RESIDUAL GAIN TO SHOW IMPROVEMENT ON THE NELSON-DENNY READING TEST. RESULTS ARE REPORTED IN TABLE FORM. FIFTEEN REFERENCES ARE INCLUDED. (RH)

This is the second of three annual evaluation reports of the Georgia Life Skills for Mental Health program, a primary prevention program for alcohol and drug abuse which utilizes community mental health agencies as the link between program sponsors and public schools. This report is designed to document the program evaluation progress, inform the funding source of the project's progress, and accomplish general dissemination of preliminary findings. The evaluation is organized into three sections: (1) Second Year Accomplishments includes objectives and activities undertaken to accomplish them; (2) Accomplishments Planned for Third Year details future activities and target objectives; and (3) Work in Progress describes all fourth-quarter products, reports still in progress, and results of the second year work in terms of the overall project. This report concerns program effects on participating teachers and their students. Findings of teacher workshop observations are discussed, and follow-up instruments developed to provide feedback on workshop effectiveness are included. Instrumentation to measure all student and teacher outcomes is presented along with data analyses of pilot and pre-testing. (NRB)

Eighteen students, 8 to 15 years of age, from six classes in the School for Language and Hearing Impaired Children in New York City, learned mathematical concepts of conservation, grouping, ordering, and a spatial orientation through procedures developed for teaching and evaluating cognitive achievement of painting and drawing tasks. The students were taught in three 40 minute classes 2 days each week. Classroom teachers participated in weekly inservice workshops. Two teaching procedures (such as locating a doll on a model landscape) were developed for each of the cognitive areas (such as sequential ordering). Nine tests were developed and administered including a pretest and posttest of cognitive skills; a drawing test of ability to select, combine, and represent; an evaluation by an art therapist-painter; and a teacher rating scale. Also, the Torrance Test of Creative Thinking was administered. Performances of the 18 children were summarized. The results indicated that the art procedures were useful in reaching conservation, grouping, ordering, and spatial orientation as well as in evaluating cognitive and visuospatial abilities and disabilities, and that art educators could go beyond art without neglecting development of art skills and values. (Appendixes contain test instruments and detailed results for all students.) (MC)

The use of a learning model in a peer tutoring program is discussed. Although the tutorial function is often a priority, the goal of the peer-tutoring program is to help students become independent learners. To eliminate the need for tutoring, it is necessary to determine why the student is having academic problems. To train peer tutors, a paradigm of the learning process is used that is based on a computer model of information processing. This Integrated Learning Model (ILM) has five phases: preparation, input, processing, storage, and output. In an initial training session, tutors are asked to name activities that relate to the learning process. These activities are grouped according to the five main phases of the ILM. In additional training sessions, tutors are provided case notes of students that include diagnostic information. The tutor's task is to determine the possible contributing factors to problem areas. Finally, tutors learn interviewing strategies needed to determine in what phase the student's learning is breaking down. A list of key questions that tutors incorporated into their interviews is included. In addition to explaining the learning phases, the paper identifies the strengths and weaknesses of the ILM. (SW)

The purpose of this two-year study was twofold: (1) to examine the reading and study skills gains of the high school graduates, college students, and college graduates participating in the 1983 Health Careers Opportunity Program (HCOP) at the University of Tennessee Center for the Health Sciences; and (2) to compare the 1983 results with those for 1982. (HCOP was a summer program designed to reach academically talented minority or educationally disadvantaged students interested in pursuing careers in the health-care professions and to help them attain their educational goals.) Analysis of pre- and post-test results for 1983 showed that gains were made by all levels of participants. Comparison of 1982 and 1983 results revealed superior student performance levels in 1983, a phenomenon attributed to the larger pool of applicants in 1983 and to staff awareness of the assessment data for 1982, which facilitated better program focus in 1983. (RDN)

The current case study describes the effectiveness of social skills training in enhancing the academic performance of a 7 years old girl studying in a shanty town school. Family history and academic history showed the gradual development of her problem. Assessments via observation, clinical interview, and portage guide to early education (PGEE) further confirmed that she tended to be socially isolated, lacked initiative and participation in class activities, and had no friends.  Numerous techniques were used to achieve the goal, such as physical prompts, modeling, and play therapy (drawing and painting). A remarkable change was observed both in her academic and social functioning after 12 sessions. The therapist faced many challenges including difficulty in building rapport and absence of contact with parents while dealing with the particular child.