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The mismeasure of minds : debating race and intelligence between Brown and The bell curve
\"The 1954 Brown v. Board of Education decision required desegregation of America's schools, but it also set in motion an agonizing multi-decade debate over race, class, and IQ. In this innovative book, Michael E. Staub investigates neuropsychological studies published between Brown and the controversial 1994 book, The Bell Curve. In doing so, he illuminates how we came to view race and intelligence today\"-- Provided by publisher.
BOOK
Improving Health Literacy Within a State
Health literacy is the degree to which individuals can obtain, process, and understand the basic health information and services they need to make appropriate health decisions. According to Health Literacy: A Prescription to End Confusion (IOM, 2004), nearly half of all American adults--90 million people--have inadequate health literacy to navigate the healthcare system.To address issues raised in that report, the Institute of Medicine convened the Roundtable on Health Literacy, which brings together leaders from the federal government, foundations, health plans, associations, and private companies to discuss challenges facing health literacy practice and research and to identify approaches to promote health literacy in both the public and private sectors. On November 30, 2010, the roundtable cosponsored a workshop with the University of California, Los Angeles (UCLA), Anderson School of Management in Los Angeles.Improving Health Literacy Within a State serves as a summary of what occurred at the workshop. The workshop focused on understanding what works to improve health literacy across a state, including how various stakeholders have a role in improving health literacy. The focus of the workshop was on presentations and discussions that address (1) the clinical impacts of health literacy improvement approaches; (2) economic outcomes of health literacy implementation; and (3) how various stakeholders can affect health literacy.
eBook
Health Literacy
To maintain their own health and the health of their families and communities, consumers rely heavily on the health information that is available to them. This information is at the core of the partnerships that patients and their families forge with today's complex modern health systems. This information may be provided in a variety of forms - ranging from a discussion between a patient and a health care provider to a health promotion advertisement, a consent form, or one of many other forms of health communication common in our society. Yet millions of Americans cannot understand or act upon this information. To address this problem, the field of health literacy brings together research and practice from diverse fields including education, health services, and social and cultural sciences, and the many organizations whose actions can improve or impede health literacy.
Health Literacy: Prescription to End Confusion examines the body of knowledge that applies to the field of health literacy, and recommends actions to promote a health literate society. By examining the extent of limited health literacy and the ways to improve it, we can improve the health of individuals and populations.
eBook
The relationship between teacher efficacy and students' academic achievement: A meta-analysis
We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors
of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated
that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching
experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.
Journal Article
25-Year Trends and Socio-Demographic Differences in Response Rates: Finnish Adult Health Behaviour Survey
When estimating population level changes in health indicators, the declining response rate, especially if also the characteristics of non-respondents are changing may bias the outcome. There is evidence that survey response rates are declining in many countries. It is also known that respondents and non-respondents differ in their socio-economic and demographic status as well as in their health and health behaviours. There is no information about the changes in the differences between respondents and non-respondents over time. Our purpose was to investigate the changes over time in the differences between respondents and non-respondents in respect to their sex, age, marital status and educational level. The data from the Finnish Adult Health Behaviour Survey (1978-2002) was used. The response rate declined over the past 25 years for both men and women in all age groups. The decline was faster among men than women, and also faster in younger age groups than older age groups. There is a marked difference in the response rate between married and non-married persons but it did not change over time. Also the response rate between different educational levels differed for both men and women, and this difference increased over the years. The declining response rate and at the same time occurring change in the non-respondent characteristics will decrease the representativeness of the results, limit the comparability of the results with other surveys, increase the bias of the trend estimates and limit the comparability of the results between population groups.
Journal Article
The secret of natural readers : how preschool children learn to read
It has been recognized since the 1980s that literacy begins to develop a long time before formal schooling begins. In today's literate environment, children start learning to read much as they learn to speak, through playful print interactions with their parents, older siblings, or other adults, beginning in year one. A sharp debate about the best approach to developing early childhood literacy is now brewing between reading instruction experts, who tend to advocate direct instruction of skills, and preschool educators, who know that preschoolers learn best through play. This book provides a model for action that may help to settle the debate. Interactions that involve the printed word occur spontaneously between young children and adults in the context of daily life activities. This is true, to a greater or lesser degree, in essentially all socioeconomic and cultural environments. Recognizing the critical importance of the early years for the development of literacy, the National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA) formulated, in 1998, a joint position statement regarding early literacy. That statement included a set of general recommendations for teaching practice. But following the Bush administration's No Child Left Behind legislation of January 2002, and the establishment of the Reading First and Early Reading First programs, early childhood educators are now under heavy pressure to be more specific and to issue standards, or shared expectations, for the literacy development of all children below kindergarten age. Utilizing the actual experiences of six preschool children, The Secret of Natural Readers documents the process of reading development through stories of their early years. The author discusses the implications of natural reading development and its feasibility among preschoolers from different segments of the population. She also spells out, for parents and early childhood teachers, critical information on how preschool children should learn to read.
eBook
Africa Development Indicators 2008-09 : Youth and Employment in Africa--The Potential, the Problem, the Promise
The first part of the report presents stylized facts of youth and labor markets in Africa. The second part discusses past youth employment interventions in the region. It argues for the need of an integrated approach should governments want to tackle youth employment issues in a sustainable manner. Indeed, in African countries, with large informal sectors and dominance of rural population, solely reforming labor market institutions and implementing active labor market policies are likely to have limited impact. It argues that the most needed and well-rounded approaches are: expanding job and education alternatives in the rural areas, where most youth live; promoting and encouraging mobility; creating a conducive business environment; encouraging the private sector; improving the access and quality of skills formation; taking care of demographic issues that more directly affects the youth; and reducing child labor.
Publication
The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic
With the rampant pandemic of COVID-19, an increasing number of people are acquiring knowledge through online learning approaches. This study aims to investigate how to improve online learning effectiveness during this special time. Through a mixed design, this study revealed the effect of educational levels, gender, and personality traits on online learning outcomes. It was concluded that postgraduates (N = 599) outperformed undergraduates (N = 553) in online learning, learners (N = 1152) with strong personality traits such as agreeableness, conscientiousness, and openness to a new experience outperformed those with strong extraversion and neuroticism. Future research could improve interpersonal interactions and encourage learners to post words in the online discussion forum, focus on how to design scaffolding online learning and how to improve the quality and dynamic of the online contents, and highlight blended learning rather than either merely online or traditional face-to-face learning.
Journal Article
The role of prenatal, perinatal and postnatal factors in the explanation of socioeconomic inequalities in preschool asthma symptoms: the Generation R Study
Background The authors assessed whether socioeconomic inequalities in asthma symptoms were already present in preschool children and to what extent prenatal, perinatal and postnatal risk factors for asthma symptoms mediate the effect of socioeconomic status (SES). Methods The study included 3136 Dutch children participating in the Generation R Study, a prospective cohort study. Adjusted ORs of asthma symptoms for low and middle SES (household income and maternal education) compared to high SES were calculated after adjustment for potential confounders and also adjusted for prenatal, perinatal and postnatal mediators at preschool age. Results At age 1 year, low-SES children had a 40% lower risk of asthma symptoms compared to high-SES children (p<0.01). However, the risk of asthma symptoms in 3- and 4-year-old low-SES children was 1.5 times higher compared to their high-SES age mates (p<0.05). The positive associations at age 1 year were particularly modified by postnatal factors (up to 38%). In toddlers, prenatal factors explained up to 58% of the negative associations between SES and asthma symptoms. Conclusions SES indirectly affects asthma symptoms at preschool age. The inverse association between SES and asthma symptoms emerges at age 3 years. This is particularly due to a high level of adverse prenatal circumstances in low-SES toddlers. Future research should evaluate public health programs (during pregnancy) to reduce socioeconomic inequalities in childhood asthma.
Journal Article
More or different education? The joint impact of educational level and fields of study on earnings stratification in Finland, 1985–2005
Both educational attainment and fields of study have been found to influence individuals' socio-economic position, but their joint socio-economic impact has received considerably less research attention to date. Focusing on Finland, the article attempts to address this gap. Using large-scale and mainly register-based cross-sectional data, the logged annual earnings of young Finnish adults are estimated by means of median regression models for the years 1985, 1995 and 2005. Results show that whether or not educational level raises individuals' socio-economic position crucially depends on the fields of study involved. Educational attainment increases earnings mainly within the same field of study, but not necessarily when comparing the impact of qualifications across different areas of specialization. Furthermore, trends over time in the economic value of educational qualifications are heterogeneous, with stability, decline and growth simultaneously affecting different fields of study within a given educational level. Gender differences in the returns to vocational education tentatively indicate that, at lower educational levels, female-dominated fields of study might be more beneficial for women's earnings than stereotypically male fields, yet this result does not appear robust over alternative measures of socio-economic status. On the whole, it is suggested that theories of social closure and status competition may be more suited to account for the relationship between education and earnings stratification in Finland than arguments based on personal characteristics such as individuals' productivity.
Journal Article