Concordia Longitudinal Research Study

Using material from Item A and elsewhere, assess the claim that gender differences in educational achievement are primarily the 'result of changes in society'

In the past females have achieved less well than boys at higher levels in the education system, then during the 1990', the girls over took boys at all levels in the education system. The percentage of females in the UK achieving two or more A-levels or equivalent has increased from 20% in 1990 to 42% in 2006. Over the same time period, the percentage of males achieving the same level increased from 18% to 33%. On the other hand, there still continues to be a large difference in the choice of subjects by males and females. Even with the national curriculum being restrictive in the lower levels, meaning both male and females do the same subjects, when they get to a-levels and degree level, both male and females still tend to choose different

The present study concerns longitudinal research on bullying perpetration and peer victimization. A focus is on school factors of school climate and school identification which are conceptualized related but distinct constructs.

In the article under the methods the author states the main sources of where they got their data from, and also had four different data tables of their research and results. They used the National Longitudinal Survey of Children and Youth(NLSCY), and the Computer-assisted Interviewing Techniques(CAIT). The authors used Statistics Canada and the human Resources Development Canada which was conducted from 1994 to 2003. The CAIT was a questionnaire for children between the ages of 10 and 17, they also surveyed the parents aswell. The authors used four different methods of their research the first is dependent variables which was used to ask children different quesionts about their schooling. The independent variables was studying

However, longitudinal studies require a huge amount of time and can be seen as disadvantage, as it typically takes a substantial amount of time to collect all the data that is required. Also, it can take equally long periods to gather results before the patterns are even begin to start being to be

In this article, Earlier School Start Times as a Risk Factor for Poor School Performance: An Examination of Public Elementary Schools in the Commonwealth of Kentucky, the researchers have two hypothesis. The first hypothesis is “(a) Earlier school start times will be associated with lower standardized test scores, poor attendance, higher retention rates, lower school rank, and school underperformance; (b) earlier start times will be especially risky for school performance standards in more disadvantaged schools, including Appalachian schools and schools with higher percentage of students receiving free or reduced-cost lunches.” (Keller, Smith, Gilbert, Bi, Haak, and Buckhalt, 2014). In This study, “Data was collected for all eligible public

There are many factors that influence the education of a child, including genetics, cultural background, parental involvement, classroom environment, parent’s education levels, household income, and proper safety and nutrition. With so many factors effecting a child’s growth and development, it is imperative to conduct studies that isolate each individual factor, in order to see which to focus on. The overall goal is to provide the best situation possible for a student’s education. Once the potentially dangerous factors have been assessed, it can be communicated to parents and teachers, who in turn can begin to make the appropriate adjustments. These adjustments, however minute they might seem to the individual, will inevitably improve the overall education system, and in turn, the educational success levels of our nations’ youth. By conducting studies to improve our education system in any way possible, we are investing in the futures of our children. The better the public education available, the better our economy will

In this study they were looking for patterns in school percentiles. They looked for how the schools ranked against each other in the same state, but through this they could not tell if the students in the 80th percentile are at the same level as the other kids from a different state because of different tests. In this study the researchers used the National Center for Educational Statistics to find school size, race differentials, immigration, area, and poverty. Through this the researchers are looking to compare test scores but are missing some test scores because some states do not send theirs

The first question I have for our small discussion group is what are some reasons that researchers and scientists utilize longitudinal studies in order to observe the aging process? First of all one of the required class readings articulated that:” Longitudinal studies of people are special in that the sociological generation of participating subjects remains constant over the years in a changing environment. Consequentially it is in longitudinal studies that ageing process of real subjects are the direct objects of study. Many of these processes are long-term which is why longitudinal studies are so important” (). I believe that researchers and scientists utilize longitudinal studies in order to study the process of aging upon various participants

After high school, most students want to go to college. However, some students do not want to begin college right after high school. This is due to financial problems or students not being ready to be apart from family. The order, in which societies and many cultures have set, for the time in a person’s life, which he should go to college, was set for a reason. Students are expected to graduate from high school, attend and graduate college, then go on to a career. Students who keep this order tend to experience all they can in their earlier years of life, and have a career in which they can use the experiences they have accumulated from college. This will in turn create a financial and stress free life in their adult years. Students should not wait a year before they enter college because they can get involved with things that will stop them from going to college, forget knowledge from high school, or lose out on opportunities because of their age difference.

There are two research questions in this study. The first question is would the performance of and participation in daily activities of preschool boys identified as at risk for or having delays significantly improve after the intervention. The second question is would the participating children’s performance be significantly better than that of children in a control group.

The hypothesis that the researchers stated were that associations between test scores among students and times that schools started would be stronger in the Appalachian school districts. Also, another hypothesis that

Children who are poor have negative social determinants of health and are hit twice as hard. Being poor and being exposed to lead would pull in even worse outcomes when compared with children who do not fall in the bracket of being poor. The results may be biased or even suggest correlation when it doesn’t exist. 3 The children who are poor may be suffering negative determinants of health that affect their IQ added upon their exposure to lead. This may over exemplify the findings of the study. Confounding variables, such as the negative social determinants of being poor, may be reduced by ensuring the study is conducted with random samples. 3 Another method may be introducing control variables, such as only measuring students that are within a certain class separately and then comparing the

A Chi-square test of independence was calculated comparing the purpose of going to school in boys and girls. A significant interaction was not found (χ2 (2, N = 478) = 21.45, p < .001, ΦCramer = .21).

Reynolds studies in 1996. Reynolds investigated the effects of preschool intervention versus school achievement in the sixth grade. Because of cognitive readiness at kindergarten entry due to preschool, children in the sixth grade showed significantly higher reading and math achievement with a lower incidence of grade retention. Evidence suggests that early school adjustment is positively associated with parental education, socioeconomic status, and children’s ethnicity (Ladd, 1987; Reynolds, 1991). These environmental entry factors are relative to the challenges of school and influence early adaptation. Parental education and income may afford advantages that lead to cognitive maturity prior to entry into kindergarten. A low socioeconomic status may produce increased stress in a family as well as diminished resources, and may influence the child through parenting practices and lack of warmth and acceptance. In American society, certain ethnic minorities have increased risk to psychological problems due to race discrimination and prejudice. This results in a higher amount of behavioral problems and lower academic achievement. These environmental entry factors effect a child’s psychological adjustment indirectly due to the many contributing factors to be considered. The socioeconomic status includes many demographic factors including: single parent families or larger families which mean decreased attention toward the child, amount of income or