The Experts below are selected from a list of 318 Experts worldwide ranked by ideXlab platform
Mina Fazel - One of the best experts on this subject based on the ideXlab platform.
-
relationship between children s cognitions and later Educational Progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect Educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on Educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of Educational Progress collected 5 years later and examined associations between Educational Progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with Progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and Educational Progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
-
Relationship between children’s cognitions and later Educational Progress in rural South Africa: a longitudinal study
Journal of epidemiology and community health, 2019Co-Authors: Melissa A. Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect Educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on Educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of Educational Progress collected 5 years later and examined associations between Educational Progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with Progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and Educational Progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
Robert L. Linn - One of the best experts on this subject based on the ideXlab platform.
-
Validating Inferences From National Assessment of Educational Progress Achievement-Level Reporting
Applied Measurement in Education, 1998Co-Authors: Robert L. LinnAbstract:The validity of interpretations of National Assessment of Educational Progress (NAEP) achievement levels is evaluated by focusing on evidence regarding 3 types of discrepancies: (a) discrepancies between standards implied by judgments of different types of items (e.g., multiple choice vs. short answer or dichotomously scored vs. extended response tasks scored using multipoint rubrics), (b) discrepancies between descriptions of achievement levels with their associated exemplar items and the location of cut scores on the scale, and (c) discrepancies between the assessments and content standards. Large discrepancies of all 3 types raise serious questions about some of the more expansive inferences that have been made in reporting NAEP results in terms of achievement levels. It is argued that the evidence reviewed provides a strong case for making more modest inferences and interpretations of achievement levels than have frequently been made.
-
Linking Statewide Tests to the National Assessment of Educational Progress: Stability of Results.
Applied Measurement in Education, 1995Co-Authors: Robert L. Linn, Vonda L. KiplingerAbstract:The adequacy of linking statewide standardized test results to the National Assessment of Educational Progress (NAEP) by using equipercentile equating procedures was investigated. Statewide mathematics test data for eighth-grade students in 1990 and 1992 were obtained from four states. NAEP data for samples from these four states were obtained from the results of the Trial State Assessment administrations in the same years. Equating functions for male and female students in two states providing gender identification were similar at the low end of the scale but diverged at the high end of the scale. Applications of the equating functions obtained for 1990 data to the statewide test results obtained in 1992 provided estimates that were generally similar to actual NAEP results near the median, but not in the tails of the distribution. These results suggest that such linking, although reasonable for estimating average performance for the state, are not sufficiently trustworthy to use for making comparisons ba...
-
Raising the Stakes of Test Administration: The Impact on Student Performance on the National Assessment of Educational Progress.
Educational Assessment, 1995Co-Authors: Vonda L. Kiplinger, Robert L. LinnAbstract:This article briefly reviews the current discussion of the effects of test administration conditions (i.e., testing stakes), and the motivational levels associated with them, on achievement test performance. The non-experimental study presented here investigates whether differences in test administration conditions and presumed levels of motivation engendered by different testing environments affect student performance on National Assessment of Educational Progress (NAEP) administrations. The testing conditions under study are the "low-stakes" environment of the current NAG administration and a higher stakes environment typified by many state assessment programs. The results suggest that in comparison to a "moderate-stakes" testing environment NAEP does not seriously underestimate achievement levels. However, the results cannot lead to the conclusion that student achievement is unrelated to testing stakes. Nor can one conclude that substantially raising the stakes of NAEP would not be accompanied by an in...
Helen E. Jack - One of the best experts on this subject based on the ideXlab platform.
-
relationship between children s cognitions and later Educational Progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect Educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on Educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of Educational Progress collected 5 years later and examined associations between Educational Progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with Progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and Educational Progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
-
Relationship between children’s cognitions and later Educational Progress in rural South Africa: a longitudinal study
Journal of epidemiology and community health, 2019Co-Authors: Melissa A. Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect Educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on Educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of Educational Progress collected 5 years later and examined associations between Educational Progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with Progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and Educational Progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
Vonda L. Kiplinger - One of the best experts on this subject based on the ideXlab platform.
-
Linking Statewide Tests to the National Assessment of Educational Progress: Stability of Results.
Applied Measurement in Education, 1995Co-Authors: Robert L. Linn, Vonda L. KiplingerAbstract:The adequacy of linking statewide standardized test results to the National Assessment of Educational Progress (NAEP) by using equipercentile equating procedures was investigated. Statewide mathematics test data for eighth-grade students in 1990 and 1992 were obtained from four states. NAEP data for samples from these four states were obtained from the results of the Trial State Assessment administrations in the same years. Equating functions for male and female students in two states providing gender identification were similar at the low end of the scale but diverged at the high end of the scale. Applications of the equating functions obtained for 1990 data to the statewide test results obtained in 1992 provided estimates that were generally similar to actual NAEP results near the median, but not in the tails of the distribution. These results suggest that such linking, although reasonable for estimating average performance for the state, are not sufficiently trustworthy to use for making comparisons ba...
-
Raising the Stakes of Test Administration: The Impact on Student Performance on the National Assessment of Educational Progress.
Educational Assessment, 1995Co-Authors: Vonda L. Kiplinger, Robert L. LinnAbstract:This article briefly reviews the current discussion of the effects of test administration conditions (i.e., testing stakes), and the motivational levels associated with them, on achievement test performance. The non-experimental study presented here investigates whether differences in test administration conditions and presumed levels of motivation engendered by different testing environments affect student performance on National Assessment of Educational Progress (NAEP) administrations. The testing conditions under study are the "low-stakes" environment of the current NAG administration and a higher stakes environment typified by many state assessment programs. The results suggest that in comparison to a "moderate-stakes" testing environment NAEP does not seriously underestimate achievement levels. However, the results cannot lead to the conclusion that student achievement is unrelated to testing stakes. Nor can one conclude that substantially raising the stakes of NAEP would not be accompanied by an in...
Tintswalo Mercy Hlungwani - One of the best experts on this subject based on the ideXlab platform.
-
relationship between children s cognitions and later Educational Progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect Educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on Educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of Educational Progress collected 5 years later and examined associations between Educational Progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with Progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and Educational Progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
-
Relationship between children’s cognitions and later Educational Progress in rural South Africa: a longitudinal study
Journal of epidemiology and community health, 2019Co-Authors: Melissa A. Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect Educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on Educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of Educational Progress collected 5 years later and examined associations between Educational Progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with Progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and Educational Progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
