Mind the Gaps: Examining Youth's Reading, Math and Science Skills Across Northern and Rural Canada*
About: This article is published in Rural Sociology.The article was published on 2021-08-18. It has received 5 citations till now. The article focuses on the topics: Reading (process).
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01 Jan 2005
TL;DR: This paper explored the dynamics of social assistance usage in Canada over this period using data based on tax files for between 2 and 4 million individuals in each year from Canada's Longitudinal Administrative Data - the LAD.
Abstract: Canada witnessed a dramatic decline in welfare participation from 1993/94 to the end of the nineties - one almost on a par with the U.S., but without the sort of landmark legislation adopted there. We explore the dynamics of Social Assistance usage in Canada over this period using data based on tax files for between 2 and 4 million individuals in each year from Canada's Longitudinal Administrative Data - the LAD. The unique attributes of this base - size, longitudinal nature, and income information availability - allow us, for the first time, to calculate annual incidence, entry and exit rates both at the national and provincial levels, broken down by family type. We discuss the variety of experiences of these groups; we identify the policy context and discuss the implications of the findings.
21 citations
20 Jul 2018
TL;DR: In this article, the authors examine regional inequalities in accessing Science, Technology, Engineering, and Mathematics (STEM)-related fields at both the university and non-university levels and find that location of residence does impact field choices, as students from northern and rural areas were less likely to enter STEM as well as non-STEM, university programs.
Abstract: ABSTRACT Despite several decades of postsecondary expansion, new research finds youth from northern and rural areas in Canada still experience difficulties making the transition to postsecondary education, and those who do attend take longer to do so. Proximity, we argue, may also have a considerable impact on one’s field selection, as many of Canada’s larger universities and colleges, who offer considerably more program and degree options, tend to be concentrated in large, urban centers, and in the southern regions of Canada’s provinces. This study draws on Cycles 1–4 of Statistics Canada’s Youth in Transition Survey – Cohort A to examine regional inequalities in accessing Science, Technology, Engineering and Mathematics (STEM)-related fields at both the university and non-university levels. Indeed, our findings suggest that location of residence does impact field choices, as students from northern and rural areas were less likely to enter STEM as well as non-STEM, university programs.
5 citations
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17 Dec 2020
TL;DR: The National Summer Learning Project evaluated the implementation and effectiveness of voluntary summer learning programs in five school districts and found that the magnitude of the academic benefits for attenders decreased but still can be considered educationally meaningful.
Abstract: The National Summer Learning Project evaluated the implementation and effectiveness of voluntary summer learning programs in five school districts. This seventh report in a series summarizes longitudinal findings and offers implications for policy and practice. Three years after the summer program, the magnitude of the academic benefits for attenders decreased but still can be considered educationally meaningful.
5 citations
TL;DR: In this article , the importance of interdisciplinary STEM and STEAM education in our days will be exposed for the promotion of sustainability directed towards sustainable development, thereby creating more sustainable societies made up of more sustainable citizens.
Abstract: Rural environment is suffering from serious problems, as reflected in the term “Empty Spain”. One of these problems is the pronounced depopulation that rural areas suffer in our time, so creating links with the land thanks to education is of great interest for, among other things, establishing population in rural areas. Interdisciplinary education becomes relevant today as the necessary education in our current world capable of providing answers and solutions to the social demands of our time. Interdisciplinary STEM education had the United States of America as its cradle in the 1990s; later it passed to the acronym STEAM when the Arts were later introduced, this is how you find a true interdisciplinary education. Since 2010, government policies have been developed in the USA, highlighting the Educate to Innovate program and in that same country the STEM4SD Education program, which develops education for sustainability by creating links with the local population. Precisely, this article will collect the educational policies that have been carried out in the USA for the development of this type of education. In this article and thanks to the analysis of certain programs, the importance of interdisciplinary STEM and STEAM education in our days will be exposed for the promotion of sustainability directed towards sustainable development, thereby creating more sustainable societies made up of more sustainable citizens, highlighting the importance of education for sustainability through STEM and STEAM education creating links with the land for the improvement of the rural world, which means establishing population, among other aspects.
1 citations
TL;DR: This article conducted a systematic literature review of factors predicting mathematics performance in PISA and identified 135 factors that fall into five broad categories: individual student, household context, school community, education systems and macro society.
Abstract: Abstract The Programme for International Student Assessment (PISA) has become the world’s largest comparative assessment of academic achievement. While hundreds of studies have examined the factors predicting student achievement in PISA, a comprehensive overview of the main predictors has yet to be completed. To address this gap, we conducted a systematic literature review of factors predicting mathematics performance in PISA. Guided by Bronfenbrenner’s ecological model of human development, we synthesized the findings of 156 peer reviewed articles. The analysis identified 135 factors that fall into five broad categories: individual student, household context, school community, education systems and macro society. The analysis uncovered seven factors that are consistently associated with math achievement in PISA. Student grade level and overall family SES (socio-economic status) are consistently positively associated with math achievement while five factors are consistently negatively associated with math achievement: student absenteeism and lack of punctuality, school repeating and dropout rate, school prevalence of students’ misbehavior, shortage of teachers and general staff, and student-centered instruction. Fourteen factors tend to be positively or negatively associated with math achievement. The explanatory power of many other factors, however, remain mixed. Explanations for this result include methodological differences, complex interactions across variables, and underlying patterns related to national-cultural context or other meso or macro-level variables. Implications for policy and research are discussed.
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TL;DR: In this paper, the concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analys...
Abstract: In this paper, the concept of social capital is introduced and illustrated, its forms are described, the social structural conditions under which it arises are examined, and it is used in an analys...
31,693 citations
01 Jan 1984
TL;DR: In this paper, a multidimensional approach to the structure of perceived physical body parts is proposed, based on fashion models' looks: a multi-dimensional approach to model appearance.
Abstract: (1997) Thinking about fashion models' looks: a multidimensional approach to the structure of perceived physical
2,581 citations
TL;DR: In this article, a meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement, revealing a small to moderate, and practically meaningful, relationship between parent involvement and academic achievement.
Abstract: The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade). Limitations of the study are noted, and suggestions are made for future studies.
2,480 citations
TL;DR: A meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement found involvement that reflected academic socialization had the strongest positive association with achievement.
Abstract: Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family-school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.
1,626 citations
TL;DR: In this article, a meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children and concludes that there is a significant relationship between parent involvement overall and academic achievement.
Abstract: This meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children. Analyses determined the effect sizes for parental involvement overall and subcategories of involvement. Results indicate a significant relationship between parental involvement overall and academic achievement. Parental involvement, as a whole, was associated with all the academic variables by about 0.7 to 0.75 of a standard deviation unit. This relationship held for White and minority children and also for boys and girls. The significance of these results is discussed.
1,259 citations