Journal articles: 'School age (Entrance age)'

1

Sweeney, Nancy Symmes. "The Age Position Effect: School Entrance Age, Giftedness, and Underachievement." Journal for the Education of the Gifted 18, no. 2 (1995): 171–88. http://dx.doi.org/10.1177/016235329501800205.

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This article examines the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). All students in this study (grades 2–8) had obtained a minimum score of 129 on the Cognitive Abilities Test (Thorndike & Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills (Hieronymous, Hoover, & Linquest, 1986), teacher checklists of classroom behavior and handwriting skill. Data were obtained for two groups: older students (with birthdates in the four months immediately following the legal cutoff school entrance date) and younger students (with birthdates in the four months immediately preceding that date). Data analysis (ANOVA) did reveal a significant but nonmeaningful difference between older and younger groups in academic achievement and no significant differences in classroom behavior or visual-motor skill, thus refuting findings of earlier studies on this issue.

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Cesarone, Bernard. "ERIC/EECE Report: School Entrance Age." Childhood Education 74, no. 3 (1998): 184–86. http://dx.doi.org/10.1080/00094056.1998.10522702.

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Guswandi, Fawina Aulia. "School Starting Age and Academic Performance: An Empirical Study in Indonesia." Jurnal Perencanaan Pembangunan: The Indonesian Journal of Development Planning 5, no. 3 (2021): 344–62. http://dx.doi.org/10.36574/jpp.v5i3.218.

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School entry regulations in Indonesia have a specific cutoff date for enrolment and it requires children to start school at the age of seven. In practice, there were schools that allowed children to start elementary school before reaching seven years old. This might create age differences between children in the same grade at school. Some literature has been shown that older students outperform younger students in the school outcomes. For instance, higher education attainment, reduce grade repetition, and excellent academic performances. However, limited evidence exists about the school starting age and academic performances in Indonesia. In order to determine whether the school starting age rule in Indonesia affects children’s academic performance, this study utilizes the Indonesian Family Life Survey (IFLS wave) 5 and regression discontinuity design. This study found that older entrance might get lower score compared to the children who start school at early age. Based on the results, entering school earlier might increase the average of total score by 2.687 grade points higher than older entrance.

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Horstschräer, Julia, and Grit Muehler. "School entrance recommendation: a question of age or development?" Education Economics 22, no. 3 (2012): 270–92. http://dx.doi.org/10.1080/09645292.2011.645126.

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Sun-Young Kim. "The Relationship between School Entrance Age and Social Development and School Adjustment." Korean Journal of Early Childhood Education 27, no. 2 (2007): 119–38. http://dx.doi.org/10.18023/kjece.2007.27.2.006.

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Grissom, James B. "Age & Achievement." education policy analysis archives 12 (September 18, 2004): 49. http://dx.doi.org/10.14507/epaa.v12n49.2004.

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There is continuing controversy about the optimal or appropriate age at which children should start school. The purpose of this study is to examine the relationship between age and achievement. It is an attempt to evaluate the hypothesis that older students fare better academically than their younger classmates. Findings indicate that on average for students in elementary school there is positive linear relationship between age and achievement for age normal peers. Even though there is positive linear relationship, the difference in average test scores between the oldest and youngest students is not great and by the time students reach 10th grade the positive linear relationship has disappeared. For overage students there is on average a negative linear relationship between age and achievement at all grade levels. That is, the negative relationship between age and achievement remains constant over time. These results argue against modifying entrance age policies, delaying school entry, implementing transitional kindergarten or first grade programs or retaining students to improve educational achievement. Policies and practices that make students older than their classmates inversely affect their educational achievement.

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Demeis, Joseph L., and Eleanor S. Stearns. "Relationship of School Entrance Age to Academic and Social Performance." Journal of Educational Research 86, no. 1 (1992): 20–27. http://dx.doi.org/10.1080/00220671.1992.9941823.

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Robinson, Sandra L. "School Entrance Age and the Three R's: Research, Reality and Recommendations." Kappa Delta Pi Record 23, no. 1 (1986): 3–7. http://dx.doi.org/10.1080/00228958.1986.10517790.

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Sakic, Marija, Josip Burusic, and Toni Babarovic. "The relation between school entrance age and school achievement during primary schooling: Evidence from Croatian primary schools." British Journal of Educational Psychology 83, no. 4 (2012): 651–63. http://dx.doi.org/10.1111/bjep.12000.

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Çelikkol, Ömer. "Impacts of the School Starting Age on Academic Achievement." Shanlax International Journal of Education 11, S1-July (2023): 208–15. http://dx.doi.org/10.34293/education.v11is1-july.6186.

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The present research attempted to investigate the impacts of gender and age on the freshly-graduatedeighth graders’ percentiles in the central high school entrance exam (LGS) in 2020. The sample of this causal-comparative study comprised 6,039 students selected from secondary schools in Isparta who took the LGS in 2020. The data were obtained from the Isparta Directorate of National Education on a chart demonstrating the participants’ demographic characteristics and the percentiles of their exam scores. The findings revealed significant differences between the students starting school at 60-65, 66-68, and 69-71 months and those with a school starting age of 72 months and older by exam achievement. In this sense, the students starting school at an early age (60-71 months) had poorer achievement in the LGS than their counterparts starting school at an older age (72 months and above). Moreover, the students’ achievement on the said exam significantly differed by gender. Accordingly, the female students demonstrated greater achievement in the LGS when compared to the male students. Considering the findings, it may confidently be asserted that it would be appropriate to amend the provision of the relevant regulation as the minimum age for starting school to be 72 months as of the fall semester.

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Bickel, Donna DiPrima, Naomi Zigmond, and Joseph Strayhorn. "Chronological age at entrance to first grade: Effects on elementary school success." Early Childhood Research Quarterly 6, no. 2 (1991): 105–17. http://dx.doi.org/10.1016/0885-2006(91)90001-2.

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Liu, Linjie, Dandan Jiang, Chunchun Li, et al. "Relationship between Myopia Progression and School Entrance Age: A 2.5-Year Longitudinal Study." Journal of Ophthalmology 2021 (March 30, 2021): 1–7. http://dx.doi.org/10.1155/2021/7430576.

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Objective. To investigate the association between myopia progression and school entrance age among Chinese schoolchildren and to suggest a more appropriate school age. Methods. 1,463 children aged six to nine years from Wenzhou, China, were examined and followed up for two and a half consecutive years. Their noncycloplegic refraction was measured twice each year by using an automatic refractometer; axial length (AL) and corneal radius of curvature (CRC) were tested annually by using the IOLMaster for 2.5 years. The questionnaires were completed by the children to collect detailed information regarding risk factors. Here, myopia is defined as a spherical equivalent less than −1.0D. Results. The changes in spherical equivalent (SE) of 7-year-old children in grade 1 and grade 2 were −0.45D and -0.56D, while changes in AL were 0.59 mm and 0.62 mm, respectively. The SE changes of 8-year-old children in grade 2 and grade 3 were −0.54D and −0.75D; meanwhile, the AL changes were 0.57 mm and 0.61 mm, respectively. Significant statistical differences were observed in ocular biological structure parameters, except for corneal radius of curvature (CRC) or anterior chamber depth (ACD), among children with the same age in different grades during this study. The prevalence of myopia was also significantly higher in higher grades for children with same age. Conclusions. Myopia is related to children’s school entrance age. Children who start school in an earlier age are more likely to suffer from myopia, and the progression of myopia can be considerably faster. Therefore, it is recommended to enter school after the age of 7.

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Barua, Rashmi. "Intertemporal substitution in maternal labor supply: Evidence using state school entrance age laws." Labour Economics 31 (December 2014): 129–40. http://dx.doi.org/10.1016/j.labeco.2014.07.002.

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14

Spitzer, Sue, Robert Cupp, and Ross D. Parke. "School entrance age, social acceptance, and self-perceptions in kindergarten and 1st grade." Early Childhood Research Quarterly 10, no. 4 (1995): 433–50. http://dx.doi.org/10.1016/0885-2006(95)90015-2.

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15

Morrison, Frederick J., Denise M. Alberts, and Elizabeth M. Griffith. "Nature–nurture in the classroom: Entrance age, school readiness, and learning in children." Developmental Psychology 33, no. 2 (1997): 254–62. http://dx.doi.org/10.1037/0012-1649.33.2.254.

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Hunt, Tamerah N., and Michael S. Ferrara. "Age-Related Differences in Neuropsychological Testing Among High School Athletes." Journal of Athletic Training 44, no. 4 (2009): 405–9. http://dx.doi.org/10.4085/1062-6050-44.4.405.

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Abstract Clinicians have questioned the need to obtain annual baseline neuropsychological tests in high school athletes. If no difference among academic grades exists, annual baseline testing may not be necessary.Context: To examine differences at baseline testing on pencil-and-paper neuropsychological tests among grade levels in high school athletes.Objective: Cross-sectional, between-groups design.Design: Schools participating in a Georgia high school athletics association.Setting: High school football players (n = 198) in the 9th through 12th grades, with a mean age of 15.78 ± 1.16 years.Patients or Other Participants: Participants were divided into 4 groups by grade and were administered a symptom checklist and brief neuropsychological test battery. Grade level served as the independent variable. Symptom and individual test scores within the neuropsychological test battery served as dependent variables.Main Outcome Measure(s): Differences were noted among grades on the Trail Making Test A (F3,194 = 3.23, P = .024, η2 = 0.048), Trail Making Test B (F3,194 = 3.93, P = .009, η2 = 0.057), Symbol Digit Modalities Test (F3,194 = 4.38, P = .005, η2 = 0.064), dominant tap (F3,194 = 3.14, P = .026, η2 = 0.046), and nondominant tap (F3,194 = 4.902, P = .003, η2 = 0.070). Using the Bonferroni correction (P ≤ .00625), we found differences between the 9th grade and 11th and 12th grades.Results: Baseline neuropsychological test scores in high school athletes improved as a function of age, with differences between the 9th grade and 11th and 12th grades. Because the differences were driven by 9th-grade test scores, baseline testing should be completed, at minimum, upon entrance into 9th and 10th grades; however, annual testing is still recommended until additional research is conducted.Conclusions:

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Xie, Gui Mei. "A Quantitative Study of Demotivators of Senior High School under the Age of Modern Information Technology." Applied Mechanics and Materials 701-702 (December 2014): 1359–64. http://dx.doi.org/10.4028/www.scientific.net/amm.701-702.1359.

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Under the age of information technology, learners’ demotivators present different traits. The paper conducted a study on a Beijing Local Municipal Senior High School which is city-owned and does not enjoy too much priorities and performed average among all Beijing Middle High schools in terms of college entrance exam rate which would be a barometer of all the high schools in the city. The paper tried to figure out 7 demotivators that distracted middle school students in their process of studying English as a foreign language: learner-level factor, teacher-related competence factor, practicability factor, teacher’s behaviour factor, career plan factor, text length factor and parents’ stress factor. The implication of the SPSS showed that learner related demotivation is one of the biggest demotivators while in the western countries teacher factor is one of the biggest factors demotivating students according to some studies. There is no significant difference between the self-reported less motivated learners and more motivated learners among the middle school students.

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Jung, Woo Cheol, HooSeung Na, Sihyeon Kim, Jonguk Gwak, and and Taeyeon Kim. "Analysis of fine particulate matter blocking effect by air curtain at school entrance through experimental measurement." E3S Web of Conferences 396 (2023): 01077. http://dx.doi.org/10.1051/e3sconf/202339601077.

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Fine particulate matter is classified as a first-class carcinogen and is receiving global attention. In particular, particulate matter (PM2.5, and PM10) are more fatal in students at a growing age while their respiratory system develops than in ordinary adults. During school hours, the main entrance is often left open for the convenience of students and staff. In this situation, the inflow of PM2.5 through the main entrance increases significantly. Thus, air curtains are widely used at the main entrance to block the inflow of PM2.5. However, few experimental studies have examined the effect of blocking PM2.5 through such air curtains. This study analyzed the effectiveness of reducing PM2.5 inflow by installing an air curtain at the main entrance of a school. The efficiency in blocking PM2.5 was determined by analyzing the average I/O ratio of PM2.5 at the respiratory height through experimental measurements. The average I/O ratio of PM2.5 in the school entrance was 0.84 before the installation of the air curtain, which was reduced to 0.46 after installing the air curtain. The blockage efficiency of the air curtain was 42%. This study quantitatively confirms that air curtains effectively reduce the inflow of PM2.5 in schools.

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Reuterberg, Sven-Eric. "Educational Careers for Gifted Students in Sweden." Gifted Education International 12, no. 3 (1998): 175–84. http://dx.doi.org/10.1177/026142949801200307.

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The 10 per cent most able students from a nationally representative sample of Swedes is followed up from the age of 13 to the age of 26. The study aims at investigating the impact of different factors, i.e. school marks, support from teachers and parents, attitudes to school, self evaluation of achievement, and economic factors on entrance into higher education.

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Mammadov, Sakhavat, Nancy B. Hertzog, and Rachel U. Mun. "An Examination of Self-Determination Within Alumni of an Early College Entrance Program." Journal for the Education of the Gifted 41, no. 3 (2018): 273–91. http://dx.doi.org/10.1177/0162353218781745.

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This article describes outcomes from a subpopulation of a larger study (The Alumni Study) of early college entrance alumni through the lens of self-determination theory. The Alumni Study used mixed methods, was implemented in two sequential phases, and included alumni from two different early college entrance programs (Early Entrance Program and UW Academy). The focus of this article is on the qualitative interviews of 26 UW Academy early entrants who fully matriculated into college as Honors Students after 10th grade. Results indicated that early college entrance (a) provided a more challenging and autonomous environment than high school, (b) provided higher personal control over academic and social choices, and (c) met students’ strong need for relatedness as well as for autonomy and competence. The early entrance to college program gave students a cohort where they could interact with same-age peers who had demonstrated similar academic competence and interests to achieve. However, some participants reported that being younger than their college peers may have inhibited the development of relationships with older college students.

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Teltsch, Tamar, and Zvia Breznitz. "The Effect of School Entrance Age on Academic Achievement and Social-Emotional Adjustment of Children." Journal of Genetic Psychology 149, no. 4 (1988): 471–83. http://dx.doi.org/10.1080/00221325.1988.10532174.

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Song, Ho-eun. "A Study on the Entrance Barrier of the Seonsori Santaryeong –Centered on the change of school-age population and the college entrance-." Korean Folk song 59 (August 31, 2020): 125–58. http://dx.doi.org/10.56100/kfs.2020.08.59.125.

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Zhang, Xinyan. "The Relationship between the Age of Firstly Being Exposed to Second Language and the Language Proficiency among Children in Chengdu, Sichuan Province, Take English as an Example." Communications in Humanities Research 3, no. 1 (2023): 705–12. http://dx.doi.org/10.54254/2753-7064/3/20220586.

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This paper will take English as an example, evaluating the English proficiency by the grades of their Junior School Entrance Examination and Speech Production Test of 55 students in the same class in Chengdu, Sichuan Province.And finally, discuss the relationship between their ages of firstly being exposed to English and their English proficiency, at the same time, put forward some constructive suggestions for government, schools, and parents in terms of second language learning, helping improve the teaching effectiveness.

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Lee Soon Joo. "The Secret of Outliers' Success: The Effects of Elementary School Entrance Monthly Age on the Academic Ability." SECONDARY EDUCATION RESEARCH 59, no. 3 (2011): 813–37. http://dx.doi.org/10.25152/ser.2011.59.3.813.

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Montgomery, Paul, and Jane Lilly. "Systematic reviews of the effects of preparatory courses on university entrance examinations in high school-age students." International Journal of Social Welfare 21, no. 1 (2011): 3–12. http://dx.doi.org/10.1111/j.1468-2397.2011.00812.x.

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Vidal-Espinoza, Rubén, Emilio Rodríguez-Macayo, Rossana Gomez-Campos, Rodrigo Ruay-Garcés, Sonia Isabel-Muñoz, and Marco Cossio-Bolaños. "Scientific Knowledge of University Students of Chile." International Journal of Higher Education 10, no. 5 (2021): 194. http://dx.doi.org/10.5430/ijhe.v10n5p194.

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Scientific research is becoming increasingly important in higher education, as it helps students to understand scientific knowledge and provides tools to construct and interpret the meaning of what science provides. This descriptive study compares the use of scientific knowledge by university according to age, entrance route and type of establishment, and verifies the possible relationships between variables. A questionnaire measuring the use of scientific knowledge (information search, knowledge transfer and knowledge contribution) was administered to 187 university students. The results showed that there were no significant differences in the use of scientific knowledge by indicator and in the total scores among the three universities. A positive correlation was observed between age with knowledge contribution and type of school and knowledge transfer with type of school. It is concluded that the type of school could be relevant to obtain better results in the contribution and transfer of scientific knowledge, although age could also contribute.

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Muhlisin, Muhlisin, and Sholikhatun Sholikhatun. "The Implementaion of Habituation Method of Early Age Students and the Characteristics in the Islamic Boarding School of Salafiyah." Muwazah 12, no. 1 (2020): 111–34. http://dx.doi.org/10.28918/muwazah.v12i1.2727.

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This research is based on facts about the increasing of Islamic boarding school for early age students. Does the existence of the increase can be an institution that can accommodate the development of the mental of children? As a golden age, early ages become a very strategic entrance to the continuing of children education in the stage of elementary school to the next stages. To determine the level of effectiveness, it certainly depends on many factors, among which is the method that is applied by the manager of the boarding school. This study aims to explore and analyze the implementation of the habituation method to the early age students in Islamic Boarding School of Salafiyah, Proto, Kedungwuni, Pekalongan Regency. To uncover the data comprehensively, the researchers applied a qualitative approach, referring to the standard of field research. The source of data is obtained from the caretaker, teachers, and the representative of early age students randomly, through interviews, observations, and documentation study. To examine the validity of data, the researchers use triangulation of source of data, observation and theories. The technique of analyzing data is conducted through reduction, display, and verification of data. The results of the research showed that the application of the habituation method in daily activities for early age students emphasize on amaliyah diniyah yaumiyah. The habituation of students prioritizes daily ethics, taking ablution, praying in congregation, reciting the Koran, daily prayers, and maintaining cleanliness. However, the habituation has not concerned the cognitive domain in a standardized manner as the cognitive instructions are handed over to schools where students study formally; the boarding school is paid more attention to the affective and psychomotor domains. Their habitual characteristics take place naturally without any obvious standards. As a boarding school of early age students of Salafiyah, the students are more directed at habituation to live in the family as is usual. While the caretaker and teachers have run optimally like their parents themselves.

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Lee, Suhyun. "Differentiated Effects of Media Exposure During Preschool and Early School Ages on Later Development, Based on Media Use." Korean Journal of Child Studies 44, no. 2 (2023): 145–54. http://dx.doi.org/10.5723/kjcs.2023.44.2.145.

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Objectives: This study aimed to differentiate between the effects of media exposure in preschool and early school ages on later development, based on media use intentions. The study specifically explored the impact of media use for education and entertainment at ages 5-6 and 8 on subsequent developmental outcomes at the age of 10, in areas of school- and media- related outcomes.Methods: The study included 1,766 children who participated in the Panel Study of Korean Children. Path analyses were conducted to examine the effect of early media use on later development. All independent variables regarding children’s media exposure were simultaneously included in the model. The developmental outcomes were then analyzed separately in the model.Results: Media exposure in preschool for entertainment negatively influenced children’s academic achievement and computer ability, increasing their addictive media use and behavioral problems. However, early school-age media exposure for education positively affected children’s academic achievement and computer ability. The adverse effects of media exposure for entertainment during preschool ages were apparent at age 10. Conversely, the positive impact of media exposure for education was only observed at the age of 10, when the exposure occurred at the age of 8.Conclusion: The influence of early media exposure varied significantly based on the media content and the age of exposure. Notably, media exposure for educational purposes after school entrance predicted the most desirable developmental outcomes.

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Kholiq, Abdul. "How is Piaget's Theory Used to Test The Cognitive Readiness of Early Childhood in School?" Indonesian Journal of Early Childhood Education Studies 9, no. 1 (2020): 24–28. http://dx.doi.org/10.15294/ijeces.v9i1.37675.

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This study aims to examine Piaget's cognitive theory of early childhood readiness to enter elementary school. The method used is quantitative descriptive, using samples of early childhood selected based on the criteria of 5 years of age. The results of the study were processed using statistical calculations. The results obtained were that the instruments developed were effective enough to test cognitive readiness of early childhood in elementary school entrance examinations. In addition, the average tested child has a fairly good readiness but requires guidance by the teacher so that his cognitive abilities develop optimally.

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Han, You-Me. "The Introduction of a Preschool Class as an Alternative to Lowering School Entrance Age: A Case Study of Sweden." Korean Journal of Human Ecology 19, no. 4 (2010): 589–99. http://dx.doi.org/10.5934/kjhe.2010.19.4.589.

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Attar, Itay, and Danny Cohen-Zada. "The effect of school entrance age on educational outcomes: Evidence using multiple cutoff dates and exact date of birth." Journal of Economic Behavior & Organization 153 (September 2018): 38–57. http://dx.doi.org/10.1016/j.jebo.2018.06.007.

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González Barrero, Nuria. "El Colegio de la Paz y su papel en la educación de las mujeres en el Madrid del Antiguo Régimen (1740-1780)." Espacio, Tiempo y Educación 4, no. 2 (2017): 287. http://dx.doi.org/10.14516/ete.118.

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This paper aims to offer an approximation of the real situation at Madrid School of La Paz in the 18th century. It focuses on the role of the school in women’s education and instruction. We analysed the features and goals which drove the development of the School, its entrance system, the profile of the candidates, and the evolution of the tasks they were set from entering the School at an early age until they went out to get married or pursue a religious life. In addition, we analysed the jobs they did and how much they earned, the type of education they received, and the responsibility of the chaplain in girls’ education. We also explored the girls’ daily routines.

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Chen, I.-Chien, and Ping-Yin Kuan. "The Heterogeneous Effects of Participation in Shadow Education on Mental Health of High School Students in Taiwan." International Journal of Environmental Research and Public Health 18, no. 3 (2021): 1222. http://dx.doi.org/10.3390/ijerph18031222.

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The effect of shadow education or private supplementary education (PSE) on school achievement has been prolifically studied, but its impact on well-being remains understudied. This study examines the heterogeneous effect of PSE participation on school achievement and depression symptoms among high schoolers in Taiwan. The study uses panel data of the Taiwan Upper Secondary Database (TUSD) in the 2014 and 2015 academic years. We join the inverse-probability-of-treatment weighting (IPTW) approach and the seemingly unrelated regression (SUR) model to estimate the effects of PSE participation patterns on two correlated outcomes, comprehensive assessment of high school entrance examination and self-reported depression symptoms in the 11th grade. The latent class analysis identifies five PSE participation patterns: always-taker, early-adopter, dropout, late-adopter, and explorer, to predict the effect of PSE on the scores of entrance examination and later depression symptoms in high school (n = 7708, mean age = 15.33). The findings suggest that PSE participation in junior high is positively associated with academic achievement. However, PSE participation also increases depression symptoms, particularly in the case of always-takers. In other words, while always-takers increase their school achievement in transition into high school, their risks of suffering from depression are also higher than their peers.

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Atanasoska, Tatjana, and Michelle Proyer. "On the brink of education: Experiences of refugees beyond the age of compulsory education in Austria." European Educational Research Journal 17, no. 2 (2018): 271–89. http://dx.doi.org/10.1177/1474904118760922.

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This paper offers first-hand accounts of refugees beyond the age of compulsory education having arrived in Austria during the last five years. Their accounts were collected using qualitative interviews and a visual method to allow for different approaches towards their educational biographies. Nine individual and two group interviews (altogether with 16 young people) were conducted, where the majority of the young refugees are from Afghani background. All interviewees were older than 16 years. In addition, five expert interviews were conducted. Their experiences having arrived in a new country, the importance of education for them, and their aspirations in the new system became visible in the interviews. Arbitrary provision and the one-sided language focus of the system present challenges to the core of a (school) system that has proved resistant to the influx of pupils from many different cultural backgrounds for years. The results of this qualitative study show that educational segregation is common for this group, including having less chances to obtain a university entrance exam.

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Breznitz, Zvia, and Tamar Teltsch. "The effect of school entrance age on academic achievement and social-emotional adjustment of children: Follow-up study of fourth graders." Psychology in the Schools 26, no. 1 (1989): 62–68. http://dx.doi.org/10.1002/1520-6807(198901)26:1<62::aid-pits2310260109>3.0.co;2-1.

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Zhu, Hongqing. "Hope for Girls’ Education in Poverty-Stricken Areas: The School-Running Experience and Process of Huaping Girls’ High School in Yunnan, China." Science Insights Education Frontiers 6, no. 2 (2020): 653–67. http://dx.doi.org/10.15354/sief.20.or035.

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As a measure to eradicate poverty, education has become the choice of more and more countries in the world. The development of girls’ education is an important means to break the intergenerational transmission of poverty. In the practice of poverty alleviation through supporting education, the Chinese government strives to solve the problem of poverty by developing education for girls. In this process, the government, enterprises, institutions, and individuals have made tremendous efforts one after another. Teacher Guimei Zhang used her efforts to set up the first high school for girls in Huaping County of Lijiang, the poorest western part of Yunnan Province, China, providing valuable educational opportunities for school-age girls in poverty-stricken areas for free. The school challenges the current education system. Girls can enter the school based on their will without the entrance examination. All students have achieved impressive and outstanding outcomes. This article records in detail the school-running experience, process, and propositions of Huaping Girls’ High School.

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Azevedo, Pedro Tadeu Álvares Costa Caminha de, Maria de Fátima Costa Caminha, Camyla Rolim Souto de Andrade, Carolina Gonçalves de Godoy, Raissa Lyra Sales Monteiro, and Ana Rodrigues Falbo. "Motivação Intrínseca do Estudante de Medicina de uma Faculdade com Metodologia Ativa no Brasil: Estudo Transversal." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 12–23. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180229.

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ABSTRACT A cross-sectional study based on the Self Determination Theory to identify intrinsic motivation in the tutorial group scenario, and its associated factors in 276 medical students from a college in the Northeast of Brazil between October and December 2016. The Intrinsic Motivation Inventory was utilized following its adaptation and cross-cultural translation. Variables studied: age, gender, marital status, financial dependents, number of attempts at the university entrance exam for the medical course, current semester of study, previous undergraduate training, living with parents, choice of course by parental influence or pressure. Uni and multivariate Poisson analysis were carried out to assess the factors associated with intrinsic motivation; p <0.05 was considered as the significance level for statistical purposes. Average motivation score was 3.8, which indicates motivation. In 2 nd , 6 th and 10 th semester medicine students, the final model maintained as the variable associated with intrinsic motivation those who attempted the medical school entrance exam once or twice compared to those who had had three or more attempts (PR = 0.88, 95% CI (0.79-0.97), p = 0.011). In the analyses assessed by semester, in the second semester, students who had prior undergraduate training before medical school compared to those who had not was the remaining variable (PR = 0.92, 95% IC (0.87-0.97), p = 0.005). In the sixth semester, no statistically significant difference was found, and in the tenth semester the variable of those who attempted the medical school entrance exam once or twice remained (PR = 0.65, 95% IC (0.47-0.88), p = 0.006). The students seemed to be motivated in the group tutorial activity. The fewer number of medical school entry exam attempts and having previous undergraduate training were variables that showed association with intrinsic motivation.

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Azevedo, Pedro Tadeu Álvares Costa Caminha de, Maria de Fátima Costa Caminha, Camyla Rolim Souto de Andrade, Carolina Gonçalves de Godoy, Raissa Lyra Sales Monteiro, and Ana Rodrigues Falbo. "Intrinsic Motivation of Medical Students from a College with Active Methodology in Brazil: a Cross-Sectional Study." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 12–23. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180229.ing.

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ABSTRACT A cross-sectional study based on the Self Determination Theory to identify intrinsic motivation in the tutorial group scenario, and its associated factors in 276 medical students from a college in the Northeast of Brazil between October and December 2016. The Intrinsic Motivation Inventory was utilized following its adaptation and cross-cultural translation. Variables studied: age, gender, marital status, financial dependents, number of attempts at the university entrance exam for the medical course, current semester of study, previous undergraduate training, living with parents, choice of course by parental influence or pressure. Uni and multivariate Poisson analysis were carried out to assess the factors associated with intrinsic motivation; p <0.05 was considered as the significance level for statistical purposes. Average motivation score was 3.8, which indicates motivation. In 2 nd , 6 th and 10 th semester medicine students, the final model maintained as the variable associated with intrinsic motivation those who attempted the medical school entrance exam once or twice compared to those who had had three or more attempts (PR = 0.88, 95% CI (0.79-0.97), p = 0.011). In the analyses assessed by semester, in the second semester, students who had prior undergraduate training before medical school compared to those who had not was the remaining variable (PR = 0.92, 95% IC (0.87-0.97), p = 0.005). In the sixth semester, no statistically significant difference was found, and in the tenth semester the variable of those who attempted the medical school entrance exam once or twice remained (PR = 0.65, 95% IC (0.47-0.88), p = 0.006). The students seemed to be motivated in the group tutorial activity. The fewer number of medical school entry exam attempts and having previous undergraduate training were variables that showed association with intrinsic motivation.

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Gottfried, Michael A., and Cameron Sublett. "Older versus Younger: The Role of Entry Age for Students who Begin Kindergarten with Disabilities." Teachers College Record: The Voice of Scholarship in Education 121, no. 3 (2019): 1–24. http://dx.doi.org/10.1177/016146811912100304.

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Background/Context The age at which children can enter kindergarten continues to be discussed in both educational research and practice, and the debate for whether to increase kindergarten entry age remains active on both sides. A critical oversight has been the lack of attention paid towards entry age for those students who begin school with a disability (“SWDs”). The lack of empirical evidence in this domain is highly concerning given that statewide policies and practices that affect the general schooling population will now also be affecting SWDs who are increasingly being educated in general education classrooms and schools and are hence subject to general educational policies and practices. Purpose/Objective/Research Question/Focus of the Study Our study asked the following two research questions: 1. For children who begin kindergarten with a disability, does older versus younger entry age link to differences in short- and long-term achievement outcomes? 2. For children who begin kindergarten with a disability, does older versus younger entry age link to differences in short- and long-term socio-emotional measures? Population/Participants/Subjects This study utilizes data from the newly released Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999. Data were collected in several waves: the fall and spring of kindergarten (1998-99), in the spring of 1st grade (1999-00), the spring of 3rd grade (2002), the spring of 5th grade (2004), and the spring of 8th grade (2007). We analyzed data from the elementary school waves. Research Design This study examined two sets of outcomes. First was reading and math achievement. The second set included socioemotional scales based on both teacher ratings of child behavior. These outcomes were regressed on a measure for having attended kindergarten at an older entry age as well as a wide span of child and family characteristics. Error terms were clustered at the school level to account for nested data. Findings The findings of the current study suggest there is little evidence that older kindergarten entry age links to differences in academic achievement for entrants with disabilities. However, older entrants with disabilities had much fewer instances of problem behaviors compared to those children with disabilities who began school at a younger age. Older entrants with disabilities also had higher social skills compared to entrants with disabilities who entered school at a younger age, though these findings were short-run, with little evidence extending beyond first grade. Conclusions/Recommendations Later kindergarten entry may be one way to help SWDs ease the transition into schooling, given that prior research has found that kindergarten entry for SWDs can elevate stress and anxiety for this vulnerable group of students. Hence, SWDs might be especially benefitting greatly from an extra year of maturation before beginning formal schooling. Future research might examine what interventions and developmental services might be best at boosting SWDs’ development during that additional time prior to school.

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Otwinowska, Agnieszka, Natalia Banasik, Marta Białecka-Pikul, et al. "Dwujęzyczność u progu edukacji szkolnej – interdyscyplinarny projekt badawczy." Neofilolog, no. 39/1 (June 15, 2012): 7–29. http://dx.doi.org/10.14746/n.2012.39.1.2.

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The paper describes a Polish research project which aims at creating a cognitive and linguistic profile of the Polish-English bilingual child at the school entrance age. With the increase in the number of bilingual children due to economic migrations, researchers, educators and practitioners are often faced with diagnostic dilemmas which arise from similarities in bilingual language acquisition in natural settings and Specific Language Impairment (SLI). The study, which aims at disentangling the effects of bilingualism from those of SLI, is a part of European cooperation programme COST Action IS0408/Bi-SLI. The aim of the Polish team is to create and test a set of tools which can be used for developing norms of typical bilingual development for Polish-English children entering school education.

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Kim, Ki Su. "A Statist Political Economy and High Demand for Education in South Korea." education policy analysis archives 7 (June 4, 1999): 19. http://dx.doi.org/10.14507/epaa.v7n19.1999.

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In the 1998 academic year, 84 percent of South Korea's high school "leavers" entered a university or college while almost all children went up to high schools. This is to say, South Korea is now moving into a new age of universal higher education. Even so, competition for university entrance remains intense. What is here interesting is South Koreans' unusually high demand for education. In this article, I criticize the existing cultural and socio-economic interpretations of the phenomenon. Instead, I explore a new interpretation by critically referring to the recent political economy debate on South Korea's state-society/market relationship. In my interpretation, the unusually high demand for education is largely due to the powerful South Korean state's losing flexibility in the management of its "developmental" policies. For this, I blame the traditional "personalist ethic" which still prevails as the

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ÖZTUZCU, Özge, and Zeynel Abidin MISIRLI. "Secondary School Teachers' Self-Efficacy Beliefs Regarding Information Technology." Journal of Computer and Education Research 11, no. 22 (2023): 952–65. http://dx.doi.org/10.18009/jcer.1344348.

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Due to the rapid growth of technology, technological devices have begun to influence every aspect of our lives. In addition, technology is used extensively in education. Technology in education has several benefits, including allowing students to actively participate in lessons, creating a multi-learning environment, and making learning permanent. Therefore, teachers are expected to integrate technology into their lessons. Teachers' usage of technology tools has increased daily since the entrance of COVID-19 into our lives and the continuance of education as distance education. This research aims to determine teachers' self-efficacy in using information technologies. The survey research model was a quantitative research technique employed in this investigation. Two hundred eleven instructors employed in Balıkesir secondary schools for the academic year 2021–2022 make up the study group in this study. Teachers' self-efficacy is high due to the research; In terms of gender, age, branch, type of institution or education level, there was no noticeable difference. The conclusion reached was that there was a substantial difference based on undergraduate computer education.

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Gu, Yuchen. "The Influence of Family Income Level on the Future Major Selection Approaches of Chinese Ordinary High School Students and the Potential Solutions." Studies in Social Science & Humanities 2, no. 5 (2023): 41–50. http://dx.doi.org/10.56397/sssh.2023.05.04.

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Education is an essential cornerstone of national rejuvenation and social progress, and the lifeblood of national development. The optimal allocation of educational resources is crucial. Due to the particularity of China’s college entrance examination system (Gaokao system), students must define their major at the age of 16. However, due to the differences in family income levels, there are numerous unscientific decision-making phenomena, including but not limited to cognitive bias and self-interest dilemma. The theory of information asymmetry is the main reason for the above problems. Therefore, establishing and improving the planning guidance mechanism of major selection for senior high school students is an effective way to reform and break through the above difficulties.

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Milovuković, Saša, and Hrvoje Sivrić. "Attitudes of Wannabe Kinesiology Students about School Subjects, School in General and Extracurricular Learning." Collegium antropologicum 45, no. 3 (2021): 243–51. http://dx.doi.org/10.5671/ca.45.3.8.

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The aim of this research was to determine and explain the attitudes of wannabe students of kinesiology regarding how much they like each school subject, school in general and extracurricular learning. The answers in the questionnaire were given on a semantic differential scale from 1 (100% repulsive to me) to 5 (I adore it). The study involved 63 wannabe kinesiology students who in 2021 actively prepared for the entrance exam at the Croatian Faculties of Kinesiology. The average age of the respondents was M=18.83±1.33, of which 25 girls and 38 boys. The average rating of all school subjects was M=3.14. The highest rated subject was expectedly Physical Education, but the second-best rated subject (geography) had an average rating of M=3.57. Significant difference between the rating of each school subject from the average of all school subjects was noticed in chemistry, physics and mathematics (on a negative pole compared to the average) and geography on the positive pole, with a medium to large effect size regarding the difference between arithmetic means. Extracurricular learning was almost zero correlated with all other independent variables. We can conclude that wannabe kinesiology students (aligned with other high school graduates) are not fond of school subjects, nor school in general, but this research shows they do love to learn new things not related to school, so teachers/professors might consider including extracurricular material in teaching to make prescribed material more interesting.

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Park, Chang Won. "Survey of Interest and Likeability by Age Group According to Promotional Video Shooting Trends: Focusing on Baekseok Culture University Promotional Video Content." Yu Gwan sun Research Senter 28, no. 2 (2023): 111–21. http://dx.doi.org/10.56475/ygsrc.2023.28.2.111.

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Starting in 2021, the discrepancy between high school graduates and college admission quota is deepening, and universities with a sense of crisis are working hard to promote college entrance exams as a self-rescue measure. In particular, online promotion without restrictions of time and place is a representative means of promoting effectively to a large number of people, and online promotion using YouTube is being used as a representative method. However, existing research on the perception and favorability of each age group according to trends in online video content is judged to be insufficient, so we plan to conduct objective research and surveys to provide basic data. In this study, university promotional videos that had been produced were divided into type A and type B content according to filming method and trend, and a survey was conducted on the favorability of each age group. In the teenage group, type B video content was preferred in most survey items such as “attractiveness,” “video beauty,” “reliability,” “immersion,” and “interest,” and type A video content was preferred by the middle-aged and older generation, the parents’ generation. was preferred in.

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Yaou, Tamégnon. "Factors of Success of Girls in The Faculties of The Public Universities of Togo." European Journal of Education and Pedagogy 3, no. 5 (2022): 39–45. http://dx.doi.org/10.24018/ejedu.2022.3.5.441.

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Girls have less access than boys to the educational system in Togo. At the primary level, they perform relatively less well than boys. In junior high school and high school, the few girls who remain in school have a success rate close to that of boys. At the university entrance, there is one (1) girl for every four (4) boys enrolled, however, they do better than the boys. What explains the performance of female students in Togo's public universities? This article aims at explaining the factors of success of girls in the said universities. Based on secondary data and a literature search, it was shown that girls enroll in large numbers in predominantly literary fields and do better than boys. In addition, the main factors favoring the success of girls are: social origin modulated by age and the field of study in which they enroll. Female students from disadvantaged social backgrounds are more resilient and their good academic performance is due to the support of their immediate social environment (parents, teachers, NGOs, etc.) and the global environment marked by the rise of feminism.

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Cascio, Elizabeth U., and Diane Whitmore Schanzenbach. "First in the Class? Age and the Education Production Function." Education Finance and Policy 11, no. 3 (2016): 225–50. http://dx.doi.org/10.1162/edfp_a_00191.

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We estimate the effects of relative age in kindergarten using data from an experiment where children of the same age were randomly assigned to different kindergarten classmates. We exploit the resulting experimental variation in relative age in conjunction with variation in expected kindergarten entry age based on birthdate to account for negative selection of some of the older school entrants. We find that, holding constant own age, having older classmates on average improves educational outcomes, increasing test scores up to eight years after kindergarten, and raising the probability of taking a college-entry exam. These findings suggest that delaying kindergarten entry, or so-called academic “redshirting,” does not harm other children—and may in fact benefit them—consistent with positive spillovers from higher-scoring or better-behaved peers.

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Mestel, Leon, and Bernard E. J. Pagel. "William Hunter McCrea. 13 December 1904 — 25 April 1999." Biographical Memoirs of Fellows of the Royal Society 53 (January 2007): 223–36. http://dx.doi.org/10.1098/rsbm.2007.0005.

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Sir William Hunter (‘Bill’) McCrea (1904–99), astrophysicist and relativist, was born on 13 December 1904 in Dublin, the elder son and eldest child of Robert Hunter McCrea (1877–1956), a schoolmaster, and Margaret née Hutton (1879–1962). His parents, of Irish stock, were brought up as strict nonconformists, but by the age of 18 years, while at Cambridge, Bill had become a confirmed Anglican, a faith he retained all his life. By 1907 the family had moved to Chesterfield, Derbyshire, where Bill attended first the Central (elementary) School and then the Grammar School, from which he won an entrance scholarship in mathematics to Trinity College, Cambridge. He read for the Mathematics Tripos, becoming a Wrangler in 1926. He specialized in those branches of mathematical physics that were stimulating exciting research at Cambridge, and after graduating he began research as one of the many pupils of R. H. (later Sir Ralph) Fowler FRS (to whom he paid warm tribute on his centenary in 1989).

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Cheng, Xinyao. "A Study on the Influence of Learning Motivation on English Learning ---Taking Different Age Groups as an Example." Lecture Notes in Education Psychology and Public Media 34, no. 1 (2024): 155–60. http://dx.doi.org/10.54254/2753-7048/34/20231962.

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In today's society, English has become the official language of the world and is spoken by an increasing number of people. China, which is the world's most populous country, has made English a requirement for both compulsory education and college entrance exams. Having a good grasp of English is a crucial skill for study, further education, work, and life. Studying how to learn English effectively is crucial, and motivation is a significant factor that influences whether English can be learned effectively. Therefore, this study will explore the influence of motivation on English learning based on three empirical studies investigating the motivation of different age groups to learn English. The findings indicate that students' motivations for learning English vary depending on their age group. For example, lower-grade students are primarily motivated to learn English by intrinsic motivation, which is easily influenced and controlled by their parents. As a result, teachers can encourage this intrinsic motivation in their students by using cartoon illustrations in their lessons or meta-linguistic strategies. Middle school students' English learning comes mainly from extrinsic motivation rather than spontaneous formation, which requires teachers to improve students' intrinsic motivation to enhance their confidence and help them understand their position in their future career development. For elderly people, teachers need to create a comfortable classroom atmosphere and organize diverse cooperative group learning activities to motivate them to learn English from intrinsic motivation.

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Busso, Alexis, and Becky Sanchez. "Advancing communicative competence in the digital age: A case for AI tools in Japanese university EFL programs." Technology in Language Teaching & Learning 6, no. 3 (2024): 1–17. http://dx.doi.org/10.29140/tltl.v6n3.1211.

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English language education in Japan has long been criticized for its traditional methods which emphasize grammar and reading at the expense of communicative competence. This article explores the potential of Artificial Intelligence in Education (AIEd) to address this issue. A review of literature explored key challenges faced by Japanese EFL learners including Japanese teachers’ low English proficiency and attitudes towards English teaching, heavy focus on entrance examinations in high school, overemphasis on grammar in EFL curricula and textbooks, lack of authentic communicative practice, and differences in cultural values. An analysis of technology integration in Japanese education revealed that while many institutions have begun incorporating technology, its widespread adoption has been gradual. Several case studies support the use of AI to address the psychological barrier to speaking by offering a safe and engaging learning environment, thus boosting confidence and fluency. Furthermore, in the Japanese language context, the use of AI can lower anxiety, promote creativity, and offer personalized learning. In addition to the individual benefits, AI empowers institutions to tailor learning needs, teachers to shift their role from instructors to facilitators, and students to become independent critical thinkers. Finally, challenges and limitations including ethical considerations surrounding data privacy, overreliance, authenticity, watermarking, and academic integrity are addressed. Despite potential drawbacks, the benefits of AIEd merit a deeper exploration of its adoption in EFL curricula. AI tools can be a practical solution to prepare Japanese EFL students to effectively and confidently communicate in English and thus participate in the global landscape.

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Journal articles on the topic 'School age (Entrance age)'

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