Streamlining your school: understanding the relationship between instructional program coherence and school performance

2021 ◽  
pp. 1-20
Author(s):  
Jeong-Mi Moon ◽  
Eric M. Camburn ◽  
James Sebastian
Keyword(s):  
School Performance ◽  
Instructional Program ◽  
Instructional Program Coherence ◽  
The Relationship

Does Managerial Use of Performance Information Matter to Organizational Outcomes?

2021 ◽  
pp. 027507402110488
Author(s):  
Xu Han ◽  
Donald Moynihan
Keyword(s):  
Organizational Performance ◽  
Performance Management ◽  
School Performance ◽  
Public Management ◽  
School Principals ◽  
Organizational Outcomes ◽  
Performance Information ◽  
High Stake ◽  
The Relationship ◽  
Objective Indicators

Public management scholars have made impressive strides in explaining managerial usage of performance information (PI). Does such PI use matter to performance? If so, what types of use make a difference? To answer these questions, we connect managerial self-reported behavior with objective organizational outcomes in Texas schools. We control for lagged comparative school performance and employ inverse probability weighting to mitigate endogeneity concerns. The results show that managerial use of PI is associated with objective indicators of performance, and that the type of use matters. In particular, school principals’ use of PI for strategic planning is positively associated with better high-stake test scores. The findings suggest that maturity of performance management system can shape the relationship between managerial PI use and organizational performance, thereby contributing to a contingency-based understanding of the relationship between performance management and organizational performance.

The Relationship Between the Secondary School Students' Depression States and Their Feelings of Guilt and Shame

2010 ◽  
Vol 20 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Nurten Sargin
Keyword(s):  
Secondary School ◽  
School Performance ◽  
Secondary School Students ◽  
Parental Education ◽  
Personal Information ◽  
Negative Relationship ◽  
Education Level ◽  
School Students ◽  
Education Levels ◽  
The Relationship

AbstractAdolescence is believed to be a highly problematic period when depression is prevalent. This study aims to investigate the relationship between adolescents' depression states and their feelings of guilt and shame in respect to gender, age, school performance and parental education levels. The participants consisted of 187 teenagers; 88 (47.1%) girls and 99 (52.9%) boys. Beck's Depression Inventory (BDI), the Guilt and Shame Scale (GES, Şahin), and a personal information form developed by the researcher were used as instruments. The study found a relationship between guilt and shame, that levels of depression were higher in 17-year-olds, and also that levels of depression, guilt and shame were found to be higher in girls than in boys. There was also a negative relationship seen between increased guilt and shame, and a decrease in mothers' education level.

scholarly journals School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

2017 ◽  
Vol 34 (2) ◽  
pp. 315-326 ◽  
Author(s):  
Natália Martins DIAS ◽  
Alessandra Gotuzo SEABRA
Keyword(s):  
Elementary School ◽  
Executive Functions ◽  
School Performance ◽  
Cognitive Flexibility ◽  
Explanatory Models ◽  
Intervention Programs ◽  
School Year ◽  
Several Variables ◽  
The Relationship ◽  
5Th Grade

Abstract There are several variables that are associated with and that can influence school performance. The present study investigated the following: 1) the relationship between school performance and intelligence, language, and executive functions; 2) explanatory models for school performance. A total of 87 students in 5th grade of elementary school, attending a public school in São Paulo State, Brazil (mean age = 9.72, standard deviation = 0.58), participated in this study. The participants were evaluated in terms of intelligence, language (phonological awareness and vocabulary), and executive functions (attention, cognitive flexibility, and working memory). Bimonthly grades were collected at the end of the school year. Results revealed significant correlations between school performance and all measures, except for attention. Students’ performance on the cognitive tests explained up to 66% of their grades. Intelligence, language, and executive functions are associated with school performance, but language and executive functions, especially cognitive flexibility, can be considered as stronger predictors of performance in 5th grade. These findings can assist in the design and implementation of intervention programs to promote these skills.

Examining Relationships Between Where Students Start and how Rapidly they Progress: Using New Developments in Growth Modeling to Gain Insight into the Distribution of Achievement Within Schools

2003 ◽  
Vol 25 (3) ◽  
pp. 263-286 ◽  
Author(s):  
Michael Seltzer ◽  
Kilchan Choi ◽  
Yeow Meng Thum
Keyword(s):  
School Performance ◽  
Time Series Data ◽  
Growth Models ◽  
Growth Modeling ◽  
Educational Interventions ◽  
School Effects ◽  
Series Data ◽  
Student Progress ◽  
Modeling Methodology ◽  
The Relationship

Studying change in student achievement is of central importance in numerous areas of educational research, including efforts to monitor school performance, investigations of the effects of educational interventions over time, and school effects studies focusing on how differences in school policies and practices relate to differences in student progress. In this article, we argue that in studying patterns of change, it is often important to consider the relationship between where students start (i.e., their initial status) and how rapidly they progress (i.e., their rates of change). Drawing on recent advances in growth modeling methodology, we illustrate the potential value of such an approach in the context of monitoring school performance. In particular, we highlight the ways in which attending to initial status in analyses of student progress can help draw attention to possible concerns regarding the distribution of achievement within schools. To convey the logic of our approach and illustrate various analysis possibilities, we fit a series of growth models to the time series data for students in several schools in the Longitudinal Study of American Youth (LSAY) sample. In a final section, we discuss some of the possibilities that arise in employing a modeling approach of this kind in evaluating educational programs and in conducting school effects research.

THE DYNAMIC INTER-RELATIONSHIP BETWEEN OBESITY AND SCHOOL PERFORMANCE: NEW EMPIRICAL EVIDENCE FROM AUSTRALIA

2017 ◽  
Vol 50 (5) ◽  
pp. 683-705 ◽  
Author(s):  
Son Nghiem ◽  
Viet-Ngu Hoang ◽  
Xuan-Binh Vu ◽  
Clevo Wilson
Keyword(s):  
School Performance ◽  
Simultaneous Equation ◽  
Estimation Methods ◽  
Reasoning Test ◽  
Obesity Status ◽  
The Matrix ◽  
Lagged Effects ◽  
Matrix Reasoning ◽  
National Tests ◽  
The Relationship

SummaryThis paper proposes a new empirical model for examining the relationship between obesity and school performance using the simultaneous equation modelling approach. The lagged effects of both learning and health outcomes were included to capture both the dynamic and inter-relational aspects of the relationship between obesity and school performance. The empirical application of this study used comprehensive data from the first five waves of the Longitudinal Study of Australian Children (LSAC), which commenced in 2004 (wave 1) and was repeated every two years until 2018. The study sample included 10,000 children, equally divided between two cohorts (infants and children) across Australia. The empirical results show that past learning and obesity status are strongly associated with most indicators of school outcomes, including reading, writing, spelling, grammar and numeracy national tests, and scores from the internationally standardized Peabody Picture Vocabulary Test and the Matrix Reasoning Test. The main findings of this study are robust due to the choice of obesity indicator and estimation methods.

Role of Mothers’ Nutritional Knowledge, Nutritional Factors on The School Performance

2015 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
JasminAra Farhana ◽  
Farhana Akther ◽  
Mesbah Uddin Talukder ◽  
Md. Ariful Islam ◽  
Md. Torikul Islam ◽  
...  
Keyword(s):  
School Performance ◽  
Dietary Diversity ◽  
Knowledge Score ◽  
Nutritional Knowledge ◽  
Final Exam ◽  
Cross Sectional ◽  
Nutritional Factors ◽  
Milk Products ◽  
Economic Parameters ◽  
The Relationship

<p><strong> </strong></p> <p><strong> </strong></p>A cross sectional study was carried out to investigate the effects of mothers’ nutritional knowledge, health and nutritional factors and socio-economic parameters on school performance among class five students of University Laboratory School, Dhaka. All of the eighty students were selected for this study. This study found there is a strong relationship between mother’s knowledge score and school performance. It was found that mothers’ knowledge score was responsible for 91.1 percent change in school performance. The mean BMI of the mothers was 20.44. We found that the school performance measured by class roll number of the students is significantly related with mothers BMI. There was an imperfect negative association between socio-economic parameters and school performance. But the relationship between the school performances with socio-economic parameters was strongly significant. This study also observed the relationship between Individual Dietary Diversity Score (IDDS) of respondent and marks achieved in class 4 final exam. It is alarming that consumption percentage were low for eggs (30) and milk and milk products (37.5), but majority of the students who consumed milk and milk products (63.3%) and eggs (66.7%) got the highest marks.

Sex Differences in the Relationship between Test Anxiety and School Performance

1972 ◽  
Vol 30 (3) ◽  
pp. 907-914 ◽  
Author(s):  
Torgrim Gjesme
Keyword(s):  
Test Anxiety ◽  
School Performance ◽  
Achievement Motivation ◽  
Probability Of Failure ◽  
Traditional Classroom ◽  
High Ability ◽  
Negative Effects ◽  
School Work ◽  
Relative Ability ◽  
The Relationship

The present study was designed to examine the relationship between test anxiety and school performance in light of the achievement motivation theory. The reasoning was based on the following assumptions: (a) subjective probability of failure (Pt) in school work is determined by the individual's knowledge of his own relative ability; (b) Pt is inversely related to the pupil's level of ability; (c) girls overestimate their Pt; (d) girls have a smaller spread in Pt than have boys. Taking these assumptions into account implied that in a traditional classroom in which ability is heterogeneous, only boys of moderate ability should have their test anxiety (Mt) strongly aroused and the resulting interference should deteriorate their performance. Neither the very bright nor the very dull boys should have their test anxiety (Mt) much aroused, and it should have no negative effects on their performance regardless of its strength. Further, girls of high ability should have their test anxiety (Mt) strongly aroused, while moderate and especially low ability girls should not have their Mt much aroused. The pattern of the results was mostly in accordance with the reasoning underlying these predictions.

scholarly journals The relationship between school performance and future wages in Brazil

EconomiA ◽  
2014 ◽  
Vol 15 (3) ◽  
pp. 261-274 ◽  
Author(s):  
Andréa Zaitune Curi ◽  
Naercio Menezes-Filho
Keyword(s):  
School Performance ◽  
The Relationship

scholarly journals Investigating the individual trust and school performance in semi-virtual collaboration groups

2017 ◽  
Vol 30 (3) ◽  
pp. 691-707 ◽  
Author(s):  
Xusen Cheng ◽  
Shixuan Fu ◽  
Yajing Han ◽  
Alex Zarifis
Keyword(s):  
School Performance ◽  
Individual Performance ◽  
Rank Test ◽  
Virtual Collaboration ◽  
Content Type ◽  
Trust Level ◽  
Student’S Performance ◽  
And Performance ◽  
The Individual ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between individual trust of students in computer supported semi-virtual collaboration groups and student’s performance in school. Design/methodology/approach Longitudinal questionnaires and interviews are conducted during the case study. By analyzing the data from the questionnaires and the grade earned by the students, the sample students are ranked with respect to the trust level and individual performance. Furthermore, the Wilcoxon signed-rank test is used to compare individual trust level and performance in the computer supported semi-virtual collaborative environment. Findings The distribution of an individual’s trust level is roughly consistent with the distribution of the individual’s performance in the collaboration. Besides, the relationship between a student’s trust level and the student’s performance is positively correlated. Research limitations/implications This study integrates the issues of trust, school performance, and collaboration in an educational context. Furthermore, the conclusions drawn from this paper extend the literature of multiple disciplines including education, management, and psychology. Practical implications The conclusions could apply in the fields of education and management since the analysis revealed the relationship between an individual’s trust level and their performance. Originality/value This study contributes to the field of trust and collaboration research with a link to trust development and performance. The study also provides an insight into how to successfully improve the performance of student semi-virtual collaboration groups.

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