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Descriptors:
Eating Disorders; Eating Habits; Adolescents; Pathology; Depression (Psychology); Foreign Countries; Human Body; Self Concept; Longitudinal Studies; Symptoms (Individual Disorders); Athletics; Individual Differences; Adolescent Development

Abstract:
Eating disorders, and related issues (e.g., body dissatisfaction, weight control behaviors), represent pressing and prevalent health problems that affect American adolescents with alarming frequency and potentially chronic consequences. However, more longitudinal research is needed to elucidate the developmental processes that increase or maintain risk for, and that protect against, eating- and weight-related problems among adolescents. Accordingly, the current study used longitudinal data from 1,050 male and female (68.0%) adolescents (Grades 9-11)--the majority of whom were European Americans (72.2%)--who participated in the 4-H Study of Positive Youth Development to (a) describe trajectories of adolescents' eating pathology and body dissatisfaction, (b) identify individual and contextual correlates of these pathways, (c) examine whether trajectories of eating pathology and body dissatisfaction related to adolescents' depressive symptoms, and (d) elucidate whether sports participation moderated associations between specific trajectories of eating pathology and body dissatisfaction and adolescents' depressive symptoms. Results suggest that the diverse pathways of eating pathology and body dissatisfaction that exist across middle adolescence, in combination with adolescents' sports participation, have important implications for the positive and problematic development of our youth. In addition, the findings underscore the need to evaluate the interindividual differences that exist in regard to how sports participation may relate positively and negatively to developmental outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Accuracy; Learning; Comparative Analysis; Individual Differences

Abstract:
Research has shown that the accuracy of instructions influences responding immediately and under later conditions. The purpose of the present study was to extend this literature and use a translational approach to assess the short- and long-term effects of feedback accuracy on the acquisition of a task. Three levels of inaccurate feedback were compared across groups. Participants who received accurate feedback performed best, while participants exposed to inaccurate feedback performed poorly in direct relation to the degree of inaccuracy. Once inaccurate feedback was corrected, this relation was less apparent. However, the effects of prior exposure to inaccurate feedback persisted in subsequent conditions when participants were exposed to accurate feedback. The effects of feedback accuracy on task acquisition also varied across individuals, suggesting that the effect may be idiosyncratic. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Student Diversity; Cultural Pluralism; Cultural Awareness; Consciousness Raising; Interpersonal Communication; Social Bias; Perspective Taking; Religion; Individual Differences; Racial Differences; Institutional Role

Abstract:
There are significant concerns about campus relationships, primarily between white students and students of color, but also related to students of different religious backgrounds (e.g., Christian and Muslim). Despite the growing diversity in faculty and student bodies on campus, students could still navigate through college without having to interact in meaningful ways with others of different backgrounds. There are many priorities for colleges and universities to pursue at an institutional level. It may be more important for administrators to prioritize increased diversity in recruitment and retention of students (and faculty) than to take ownership of the challenge of making the experience of campus diversity positive and meaningful. Consequently, campus organizations or even individuals may need to undertake efforts aimed at increased intercultural understanding and interaction. It takes more than diversity of campus populations for individuals to interact in meaningful ways with others of different backgrounds. In this article, the authors share their experience launching a series of campus conversations focused on raising personal awareness and building relationships across difference. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Academic Achievement; Individual Differences; Summer Programs; Self Concept; Incidence; Academic Ability; Longitudinal Studies; Self Esteem; Program Effectiveness; Gender Differences; Measures (Individuals); Secondary School Students; Social Differences; Factor Analysis; Statistical Analysis

Abstract:
The purposes of this study were to (a) examine the presence and prevalence of the big-fish-little-pond effect (BFLPE) in summer programs for the gifted, (b) identify group and individual difference variables that help predict those who are more susceptible to the BFLPE, and (c) put the possible BFLPE on academic self-concept in a larger context of self-concept stability and change during adolescence. Longitudinal data were gathered from adolescents participating in a summer program for the gifted over a 3-year period. The results indicate no prevalent patterns of declines in academic self-concepts after participating in summer programs, though suspected cases of BFLPE can be identified, and there was evidence pointing to the moderation of the BFLPE by gender and self-esteem. Longitudinal patterns of self-concept stability and change also show no consistent pattern of long-term effects on self-concept. Implications of these findings are discussed that highlight developmental, social, and individual conditions under which the BFLPE may exert itself and conditions under which it may be mitigated. (Contains 6 tables, 5 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Individual Differences; Reading Fluency; Curriculum Based Assessment; Correlation; Scores; Benchmarking; Data; Models; Statistical Analysis; Reading; Measurement; Factor Analysis; Intervals

Abstract:
The purpose of this article is to demonstrate ways to model nonlinear growth using three testing occasions. We demonstrate our growth models in the context of curriculum-based measurement using the fall, winter, and spring passage reading fluency benchmark assessments. We present a brief technical overview that includes the limitations of a growth model with three time points, and how nonlinear growth can be modeled and the associated limitations. We present results for a piecewise growth mixture modeling approach to model nonlinear growth for 1 to 3 classes, as well as to further explain individual differences and to capture heterogeneity of growth patterns. We discuss our interpretation of these results, as well as the implications of different methods for modeling nonlinear growth with three occasions. (Contains 3 tables, 3 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Bilingualism; Cognitive Processes; Executive Function; Comparative Analysis; Monolingualism; Task Analysis; Measures (Individuals); Language Fluency; Educational Attainment; Parent Background; Individual Differences; Inhibition; Correlation

Abstract:
Three studies compared bilinguals to monolinguals on 15 indicators of executive processing (EP). Most of the indicators compare a neutral or congruent baseline to a condition that should require EP. For each of the measures there was no main effect of group and a highly significant main effect of condition. The critical marker for a bilingual advantage, the Group x Condition interaction, was significant for only one indicator, but in a pattern indicative of a bilingual disadvantage. Tasks include antisaccade (Study 1), Simon (Studies 1-3), flanker (Study 3), and color-shape switching (Studies 1-3). The two groups performed identically on the Raven's Advanced Matrices test (Study 3). Analyses on the combined data selecting subsets that are precisely matched on parent's educational level or that include only highly fluent bilinguals reveal exactly the same pattern of results. A problem reconfirmed by the present study is that effects assumed to be indicators of a specific executive process in one task (e.g., inhibitory control in the flanker task) frequently do not predict individual differences in that same indicator on a related task (e.g., inhibitory control in the Simon task). The absence of consistent cross-task correlations undermines the interpretation that these are valid indicators of domain-general abilities. In a final discussion the underlying rationale for hypothesizing bilingual advantages in executive processing based on the special linguistic demands placed on bilinguals is interrogated. (Contains 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Factor Analysis; Factor Structure; Educational Attitudes; Achievement Need; Comparative Education; Cross Cultural Studies; Outcome Measures; Individual Differences; Social Differences; Comparative Analysis; Learning Motivation; Self Motivation; Measurement Objectives; Measurement Techniques; International Education; Achievement Tests; Attitude Measures; Predictor Variables; Educational Research; Data Analysis; Achievement Rating; Evaluation Methods; Evaluation Research

Abstract:
We estimated the invariance of educational achievement (EA) and learning attitudes (LA) measures across nations. A multi-group confirmatory factor analysis was used to estimate the invariance of educational achievement and learning attitudes across 55 nations (Programme for International Student Assessment [PISA] 2006 data, N = 354,203). The constructs had the same meaning (factor loadings) but different scales (intercepts). Our conclusion is that comparisons of the relationships between educational achievement and learning attitudes across countries need to take into consideration two sources of variability: individual differences of students and group differences of educational systems. The lack of scalar invariance in EA and LA measures means that the relationships between EA and LA may have a different meaning at the level of nations and at the student level within countries. In other words, as PISA measures are not invariant in scalar sense, the comparisons across countries with nationally aggregated scores are not justified. (Contains 2 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics; Course Selection (Students); Gender Differences; Ethnic Diversity; STEM Education; Longitudinal Studies; Racial Differences; Advanced Courses; Performance Factors; Academic Achievement; High School Students; Majors (Students); Achievement Gap; Predictor Variables; Academic Records; Data Analysis; Statistical Analysis; Educational Trends; School Effectiveness; Institutional Characteristics; Achievement Need; Individual Differences

Abstract:
In 2004, the pattern in academic pathways for high school students in the USA showed that students were completing more demanding mathematics courses. Despite the upward pattern in advanced-level mathematics course-taking, disparities among racial/ethnic groups persisted between 1982 and 2004. Using data from the Education Longitudinal Study of 2002 (ELS: 2002; Ingels et al., 2007), the current study sought to advance understanding of gender and ethnic differences in advanced mathematics course-taking. Furthermore, this study examined how the differences are related to science, technology, engineering, and mathematics (STEM) pathways in college. Results showed that the relationships between exploratory factors (both individual- and school-level factors) and advanced mathematics course-taking and STEM choices differed across ethnicity and gender. This highlights the need for further research that disaggregates data by both ethnicity and gender. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Second Language Learning; Teacher Attitudes; Content Area Reading; Content Area Writing; Preservice Teacher Education; Inservice Teacher Education; Inclusion; Beliefs; English Language Learners; Academic Support Services; Educational Responsibility; Questionnaires; Gender Differences; Individual Differences; Student Teacher Attitudes; Performance Factors

Abstract:
This study documents differences between pre- and in-service content area teachers' beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs' language and academic achievement. Questionnaire data were collected from 94 in-service and 101 pre-service content area teachers. Although several significant differences were found in pre- and in-service and female and male teachers' beliefs about responsibility for ELLs' language and academic development, both service and gender groups appeared to hold similar beliefs about ELLs' inclusion in mainstream classes. Results also revealed that some beliefs held by female teachers about IS for ELLs significantly differed from those of males'; however, the effects of service and gender on certain beliefs may be contingent upon a number of background factors. The article concludes with pedagogical implications for teacher education for classrooms with linguistically and culturally diverse learners. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Curriculum; Gender Differences; Gender Issues; Sexual Identity; Identification (Psychology); Elementary Schools; Urban Schools; Public Schools; Sexual Orientation; Student Attitudes; Social Attitudes; Individual Differences; Case Studies; Childrens Literature; Consciousness Raising

Abstract:
This study shares the experiences and outcomes of teaching about gender diversity in an elementary school classroom. It outlines how an urban public school teacher included discussions of transgender and gender-nonconforming people within the curriculum and documents the ways in which her students responded to those lessons. By making discussions of gender diversity a recurring theme in the curriculum, students learned to question restrictive social systems, think more inclusively about gender expression and identity, and apply this knowledge to other experiences. The students' responses to these lessons indicate that elementary school-aged children are ready for such an inclusive curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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