Tag » cognitive

• 

  Facilitating transformation: A framework for culturally responsive cognitive coaching in schools

  1/5/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU

  "This coaching framework provides the intent, structure, and processes for providing coaching support to participating NIUSI-LeadScape principals. NIUSI-LeadScape is a federally-funded grant project to support the transformative work of inclusive schools. This project works to provide school leaders with the tools, professional learning, and ongoing dialogue necessary to transform school practices so that all students have full access to educational opportunities. The NIUSI-LeadScape...

• Relating test-taking attitudes and skills and stereotype threat effects to the racial gap in cognitive ability test performance

  1/1/03 - Nguyen, Hannah-Hanh D., O'Neal, Alisha, Ryan, Ann Marie

  This research extended past studies on race effects and stereotype threat (ST) effects outside the academic domain, as well as exploring the mediating role of test-related cognition, motivation, and emotionality in the Black-White cognitive ability test performance differences. One hundred seventy-two undergraduates took a simulated personnel selection test and responded to measures of attitudinal and test-taking skills prior to and after the test. Half of the participants were told that the...

• Self-regulation and the income-achievement gap

  1/1/08 - Evans, Gary W., Rosenbaum, Jennifer

  Abstract: The pervasive income-related achievement gap among children has been partially explained by parental investments. Wealthier parents provide more cognitively enriched environments (e.g., books, informal learning opportunities such as music lessons) and converse more with their children relative to low-income parents. However parental investment only partially accounts for the income-achievement gap. On average, low-income children have more difficulty regulating their emotions and...

• Testing conditions influence the race gap in cognition and achievement estimated by household survey data

  1/1/03 - Kim, Hyoshin, Baydar, Nazli, Greek, April

  The present study investigates the hypothesis that the race gap estimated using achievement test scores administered during household surveys may partly be accounted for by measurable testing conditions such as interviewer characteristics, interviewer-child interactions, and the testing environment in the home. Using the child assessments of the National Longitudinal Survey of Youth (NLSY) in 1992, the findings clearly indicate that the factors related to testing conditions in the home have...

• The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students

  1/1/06 - Stevens, Tara, Olivárez, Arturo, Jr., Hamman, Doug

  The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the structural model across ethnicity suggested a...

• The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students

  1/1/06 - Stevens, Tara, Olivárez Jr, Arturo, Hamman, Doug

  The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the structural model across ethnicity suggested a...

• A Reading Program to Narrow the Achievement Gap

  1/1/08 - Erickson, Elizabeth

  Due to the No Child Left Behind legislation (PL 107-110, reauthorization of the Elementary and Secondary Education Act), schools are looking for reading programs that will push students into reading proficiency on standardized tests. Programs tend to be expensive, require specific training, and often require buying that company's materials. Reprinted by permission of the publisher.

• Academic achievement of low birthweight children at age 11: The role of cognitive abilities at school entry

  1/1/01 - Breslau, N., Johnson, E. O., Lucia, V. C.

  Examined the extent to which deficits in academic achievement in low birthweight (LBW) children at age 11 are explained by deficits in cognitive abilities at school entry. Data come from a longitudinal study of a stratified sample of LBW and normal birthweight (NBW) children from an innercity and middle class suburbs in the Detroit area. Woodcock-Johnson Psychoeducational Battery--Revised was used to measure reading and math at age 11. WISC-R and specific neuropsychologic tests were...

• 

  Access to the General Education Curriculum for Students with Significant Cognitive Disabilities

  1/14/09 - The Access Center,

  This brief explores the linkages between alternate state standards, alternate assessment, the IEP, and classroom instruction and assessment as the process of providing access to the general education curriculum for students with significant cognitive disabilities

• According to Jim: The Disproportions of Abilities

  1/1/09 - Gallagher, James J.

  The article discusses the factors involved on the issue about disproportion which refers to the absence of minority students in the classroom of gifted students in the U.S. One main factor is an assumption of equality in ability between ethnic and racial groups at birth with no superior races involved. The author explains that the country's educational system is facing real differences in the development of intellectual abilities of students by school age which is a morally and socially...

• Black-White achievement gap and family wealth

  1/1/08 - Yeung, W. Jean, Conley, Dalton

  This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a...

• Black–White Achievement Gap and Family Wealth

  1/1/08 - Yeung, W. Jean, Conley, Dalton

  This article examines the extent to which family wealth affects the Black–White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3–12). This study found little evidence that wealth mediated the Black–White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a...

• Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors

  1/1/06 - Noble, Kimberly G., Wolmetz, Michael E., Ochs, Lisa G., Farah, Martha J., McCandliss, Bruce D.

  Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse socioeconomic backgrounds, we use functional magnetic resonance imaging (fMRI) to demonstrate that a child's experience, as operationalized by SES, can...

• 

  Challenging common myths about young English language learners

  1/5/09 - Linda Espinosa

  This review of research from a variety of disciplines about dual language development and the impact of different educational approaches for children ages three to eight runs counter to much conventional thinking.Scientific studies suggest that young ELL children are quite capable of learning subject matter in two languages. In fact, they may benefit cognitively from learning more than one language. Transitioning from their first language to English before they have a firm grasp of their...

• Chapter : Cognitive and knowledge development Psychology of learning and instruction.

  1/1/94 - Driscoll, M.

• Children's mathematics: Cognitively guided instructions

  1/1/99 - Thomas P. Carpenter; Elizabeth Fennema; Megan Loef Franke; Linda Levi;Susan B. Empson