Kit Neikirk, Taylor Barongan, Bryanna Shao, Elsie C Spencer, Kinutha Kabugi, Zachary Conley, Larry Vang, Mein Vue, Nancy Vang, Edgar Garza-Lopez, Amber Crabtree, Stefanie Alexander, Heather K Beasley, Andrea G Marshall, Mason Killion, Dominique Stephens, Beverly Owens, Denise Martinez, Caroline B Palavicino-Maggio, Felysha Jenkins, Chia Vang, Derrick J Morton, Haysetta Shuler, Sandra A Murray, Steven Damo, Zer Vue, Antentor Hinton
A pilot study on our non-traditional, varied writing accountability group for historically excluded and underrepresented persons in STEMM
Heliyon
educational processes outcomes influenced multitude factors including individual contextual characteristics recently studies demonstrated student context characteristics may produce unique cumulative effects educational outcomes study aimed investigate 1 relative contribution student classroom school characteristics reading fluency orthographic spelling 2 relative contribution specific predictors reading fluency orthographic spelling within sets student classroom school characteristics 3 whether contribution student classroom school characteristics differs reading fluency orthographic spelling participants 789 german thirdgrade students 56 classrooms 34 schools students completed intelligence test questionnaire assessing selfcontrol reading fluency orthographic spelling performance assessed using standardized achievement tests multilevel structural equation modelling used control hierarchical structure educational data variances students reading spelling skills large part explained student characteristics 90 classroom school characteristics yielded little variance studentlevel intelligence selfcontrol significantly related reading fluency orthographic spelling studentlevel intelligence selfcontrol classaverage intelligence school level socioeconomic status schools neighbourhood significant predictors future research needs investigate relevant classroom school factors may directly indirectly relate academic outcomes