Self-Efficacy and Post-Secondary First-Term Student Achievement

Generalized self-efficacy is the overall belief in one’s ability and Specific self-efficacy is task related. The study examined the extent and manner in which self-efficacy explains variation in first-term GPA. The General Self-Efficacy Scale was adapted and used with a sample of N = 194 students (34% male and 66% female) enrolled in a for-profit career education urban college. The data from two factors derived using an exploratory factor analysis, General self-efficacy and Specific self-efficacy, had alpha reliabilities of .73 and .75, respectively. General self-efficacy was correlated r = .18 with GPA and multiple regression analysis demonstrated that General incremented the explanation of variance 5% in GPA (p \u3c .01). Specific correlated r = .17 with GPA (p \u3c .05). General and Specific were significantly correlated (r = .42, p \u3c .001). The two independent variables were equal predictors of success

The Relationship of Self-Efficacy with GPA, Attendance, and College Student Retention

The purpose of this study was to examine the relationship between self-efficacy or belief in one’s capability (Bandura 1977b, 1986, 1993, 1997) and first-term GPA, attendance, and retention using a modified version of the General Self-Efficacy Scale (GSE) (Schwarzer, 1992, 1993, 2005; Schwarzer & Jerusalem, 1993). The study “College” is part of one of the world’s largest for-profit career education organizations. At the College, 100% of the students commute to classes and live in the metropolitan area. A large percentage of students live in difficult urban neighborhoods and grow up with low family income, abuse, gang violence, drugs, health problems, poor English, and academic underachievement. A study of student responsibility indicated that 54% of community college students are under the age of 25 and are not prepared academically or psychologically for what will be expected (Howell, 2001). They work to support dependents, frequently require childcare assistance, question their academic ability and perceive teachers as experts who dispense information and wisdom, and are frequently first-generation students. First-term student success at the College is measured by academic achievement (a required minimum GPA of 1.5 on a scale of 0 to 4.0). Many students receive formal academic warnings at the end of their first term because of poor academic performance in terms of GPA (1.5-2.0) or are involuntarily withdrawn for a GPA less than 1.5. The College has an open-admissions policy. Only a high school diploma or a GED is required for entry. Admissions representatives have a quota of students to recruit each term. Consequently, admission standards are flexible, as would be expected in a for-profit college. In this business context, being able to predict those students likely to earn a GPA of 1.5, consistently attend classes, and return for the next term translates into institutional success because continuing students generate future cash flow and profitability. The educational issue is being able to identify those students who need academic support to succeed. The purpose of this study was to determine if the construct of self-efficacy (Bandura 1977b, 1986, 1993, 1997) can predict student success and identify “at risk” students at the start of their first term at the College

Parental Involvement in Students’ Safe Use of the Internet

The purpose of this study was to investigate if parental involvement in digital activities relates to middle school students’ knowledge of appropriate use of the Internet and social networking sites. Parental involvement, measured using a three-item dimension on the 40 item instrument, asked students to report on their knowledge of their parent’s involvement with their internet activity. The aggregate score on this dimension was used to measure the relationship among several dimensions. Furthermore, demographic items, such as grade level, having an older sibling, and getting in trouble at school, were also investigated. Over 71% of adults in the United States use the Internet (Horigan, 2007). Research suggests that adolescence (namely teens), are heavier users than adults (Subrahmanyam, Kraut, Greenfield, & Gross, 2001). Actually, in the United States, it is estimated that 21 million teens use the Internet. This represents 87% of this age group (Lenhart, 2005). Student have access to the Internet readily available, be it school, home, or library. This ease of access may increase the potential for students to become victims of Internet sexual predators or other students who engage in inappropriate cyberbullying behaviors. Rainie (2008) found that 32% of teens reported being contacted on-line by a stranger. Furthermore, 23% (of the 32%) stated that the contact made them feel scared or uncomfortable. There is a myriad of evidence to support the need for parental involvement in a child’s internet activities, from filtering access to monitoring activity, supervision is paramount (Lenhardt, 2005; Raine, 2008; Shariff 2008). Aside from the fact that predators are seeking young predators, teens are also reporting inappropriate behaviors. In fact, Lenhardt found that 81% of parents and 79% of teens agreed that “teens are not careful enough when sharing personal information on-line” (pii). Furthermore, when asked if “teens do things online that they wouldn’t want their parents to know about” (pii), 65% of the parents and 64% of the teens agreed with the statement. The knowledge of the issue is evident from both parties, so now what do we do with it? This line of research aims to understand the status of behaviors and views of middle school students and the influence parents have on these behaviors. It is hoped that the results may assist schools in developing educational programs and safeguards to protect students

Virtual Coaching for Novice Teachers

Virtual bug-in-the-ear technology presents one tool that allows practitioners and university educators can use to attract, prepare, and retain high-quality teachers. The experience of Project TEEACH based at the University of Alabama suggests that simple technology tools could be used effectively to support teachers through their most challenging instructional situations. Such coaching provides the kind of at-the-elbow support that can be most beneficial to young teachers

Linking Executive Functions and Written Language Intervention for Students with Language Learning Disorders

Purpose: School based speech-language pathologists (SLPs) has an important role in the identification and intervention of problems in oral and written language. In collaboration with classroom teachers, they often are asked to develop intervention plans that include evidence-based practices for those students with language learning disabilities (LLD) who have language deficits. The purpose of this article is to bridge theory to practice by explaining an evidence-based instructional model, the self-regulated strategy development model (SRSD), for SLPs to consider as they deliver instruction to support the written language deficits of students with LLD. Method: The authors examine critically the relationship between executive functions (EFs) and written expression. They discuss the EFs researchers have identified as important to students’ development of written expression and the difficulties students with LLD encounter in completing written expression tasks. The authors outline a model of EFs in relationship to the Not-So-Simple view of writing model which provides a framework for viewing the multiple components of the writing system. Conclusion: Based on the review of the literature, the SRSD is an effective evidence-based teaching model for instructing students with LLD that integrates and scaffolds the EFs essential for developing written expression skills

A Secondary Student Instructional Support Team (ASSIST): Teachers Face the Challenge of Student Diversity

The writers discuss the challenges related to instructing a diverse secondary-level student population. Many elementary and middle school teachers are benefiting from working collaboratively toward common instructional goals. Through collaboration, general and special education teachers can better address the content area needs of the individual students, foster a greater sense of shared responsibility for educating a heterogeneous population of students, increase communication across professional disciplines, enlarge the knowledge base and teaching repertoire of participants, and establish rewarding and long-lasting professional relationships. The concept of A Secondary Student Instructional Support Team (ASSIST) provides a realistic means for implementing the “class within a class” model that can better serve a heterogeneous student population. ASSIST is generally made up of teachers of various subject areas as well as one or more specialists. Placement of special needs students happens within and across team-taught classes. This is consistent with block scheduling options and facilitates the establishment of a positive attachment to team-mediated instruction. In addition, ASSIST can give students a mix of direct and indirect instructional support

The sonographic digital portfolio: a longitudinal ultrasound image tracking program

BACKGROUND: Ultrasonography (US) at the medical student level is developing. As clinical skills and simulation centers expand, US equipment miniaturizes, and more students are exposed to ultrasound; a digital portfolio comprised of US images and videos may be useful in demonstrating experience and possibly competency. METHODS: Medical students participated in US curricula consisting of didactics and hands-on training. From 1 July 2006 to 30 June 2008, student images and videos were saved. Total images and videos were evaluated and catalogued. RESULTS: A total of 10,074 images and 1,227 videos were saved during the 2-year period. For the academic year 2006 to 2007, 159 medical students obtained 3,641 of the images (84.9%) and 270 of the videos (86.0%). First year students obtained 778 images and 20 videos; second year students, 1,174 images and 64 videos; third year students, 211 images and 20 videos; and fourth year students, 1,478 images and 166 videos. For the academic year 2007 to 2008, 222 medical students obtained 4,340 images (75%) and 619 videos (67.8%). First year students obtained 624 images and 109 videos; second year students, 555 images and 81 videos; third year students, 132 images and 14 videos; and fourth year students, 3,029 images and 415 videos. CONCLUSIONS: The ultrasound digital portfolio allows medical students to collate and document their ultrasound experience. Currently, there is no requirement for ultrasound training, documentation of competency, or minimum numbers of US exams for medical education. The ultrasound digital portfolio may be a useful tool in documenting ultrasound proficiency

Mechanism of Magainin 2a Induced Permeabilization of Phospholipid Vesicles

The magainins, peptide antibiotics secreted by the frog Xenopus laevis, have previously been shown to permeabilize phospholipid vesicles. To elucidate the mechanism of permeabilization, we have conducted detailed kinetic studies of magainin 2 amide (mgn2a)hduced release of 6-carboxyfluorescein from vesicles of phosphatidylserine. The results show that dye release occurs in (at least) two stages-an initial rapid phase, with t1/2 ≈ 3 s, followed by a much slower phase that approaches zero leakage rate before all the dye is released. Light-scattering studies showed that mgn2a does not cause gross changes in vesicle structure. The peptide was found to rapidly equilibrate between vesicles; this was demonstrated by determining a binding isotherm for the peptidelipid interaction, and by showing that addition of unloaded vesicles rapidly quenches peptide-induced leakage from loaded vesicles. Transient dye release in the presence of an equilibrating peptide can be explained in two ways: (1) the peptide exists only transiently in an active form; (2) the vesicles are only transiently leaky. Preincubation of mgn2a at assay concentrations in buffer alone or with unloaded vesicles did not inactivate the peptide. Therefore, rapid leakage is probably due to transient destabilization of the vesicle upon addition of mgn2a

Mechanism of Magainin 2a Induced Permeabilization of Phospholipid Vesicles

The magainins, peptide antibiotics secreted by the frog Xenopus laevis, have previously been shown to permeabilize phospholipid vesicles. To elucidate the mechanism of permeabilization, we have conducted detailed kinetic studies of magainin 2 amide (mgn2a)hduced release of 6-carboxyfluorescein from vesicles of phosphatidylserine. The results show that dye release occurs in (at least) two stages-an initial rapid phase, with t1/2 ≈ 3 s, followed by a much slower phase that approaches zero leakage rate before all the dye is released. Light-scattering studies showed that mgn2a does not cause gross changes in vesicle structure. The peptide was found to rapidly equilibrate between vesicles; this was demonstrated by determining a binding isotherm for the peptidelipid interaction, and by showing that addition of unloaded vesicles rapidly quenches peptide-induced leakage from loaded vesicles. Transient dye release in the presence of an equilibrating peptide can be explained in two ways: (1) the peptide exists only transiently in an active form; (2) the vesicles are only transiently leaky. Preincubation of mgn2a at assay concentrations in buffer alone or with unloaded vesicles did not inactivate the peptide. Therefore, rapid leakage is probably due to transient destabilization of the vesicle upon addition of mgn2a