During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic…

A vast gulf in academic achievement separates public schools in Washington, D.C.'s poorest neighborhoods from those in its most affluent. Achievement Prep, which serves 4th-8th graders in D.C.'s impoverished 8th Ward, is an outlier. Yet in 2011, 60% of Achievement Prep's "scholars" scored proficient or advanced in reading on the DC-CAS…

Examining motivational variables may prove to be particularly fruitful towards our understanding of classroom processes, student behaviors and school outcomes. The present study examined the role of personal and contextual goals (goals and goal structures) towards explaining social relationships (peer, teacher-student and home-school). 1493 fifth…

This paper investigates the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the mathematical quality of instruction by comparing the enactment of a fractions problem taught by two teachers with differing MKT. It was found that MKT seem to support teachers' precise use of mathematical language and to prevent…

This quantitative, causal-comparative study utilized ex post facto data to examine the impact of education support advisors (ESAs) on the discipline, attendance, and achievement of at-risk students in Grades 3-12. Fourteen education support advisors working in 16 elementary and 8 secondary schools of this mid-Atlantic school district consistently…

Background: Motivational interference is defined as the amount of impairment in a target activity due to the incentives of a non-chosen attractive alternative. The amount to which pupils experience motivational interference while studying or while performing a leisure activity in a school-leisure conflict situation is seen as depending on the…

This study used an exploratory mixed methods design to address the questions: (1) "Is there a positive language of youth purpose, and if so, what is it like?" and (2) "Which kinds of purpose best predict reports of positive states and coping styles?" Qualitative coding identified references to positive states and coping…

Studies on special education teacher time use (TTU) have indicated that special education teachers spend small percentages of their day teaching. The authors examined goal setting and self-monitoring to change the time use of 4 teachers. In terms of TTU, each teacher articulated goals for increasing some tasks (e.g., instruction) and decreasing…

The purpose of this study was to examine the temporal patterns of approach-avoidance achievement goals, implicit theories of ability and perceived competence in physical education across the transition from primary to secondary school. We also evaluated the predictive utility of implicit theories and perceived competence with regard to achievement…

In an effort to explore the impact of performance incentives in education, the National Center on Performance Incentives (NCPI) partnered with the Metropolitan Nashville Public Schools (MNPS) to conduct the Project on Incentives in Teaching, or POINT. The study examines the effects on student outcomes of paying eligible teachers bonuses of up to…

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the…

This publication contains an updated academic standards of Arizona public schools for grade 6. The contents of this document include the following: (1) The Arts Standard 2006--Grade 6; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades…

This publication contains the updated academic standards of Arizona for Grade 8. The contents of this document include the following: (1) The Arts Standard 2006--Grade 8; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading…

This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006 --Grade 7; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by…