The aim of this study is to examine the relationship between fourth-grade primary school students' story-writing skills and their motivation to write. The study group of the research is made up of 165 fourth-grade students. The study was conducted within the framework of the survey model. Within the scope of the research, the Motivation to Write Profile, an assessment tool developed by Codling and Gambrell [7], was used to measure the students' motivation to write, while the 6+1 Analytic Writing and Evaluation Scale adapted to Turkish by Ozkara [26] was used for assessing the students' story-writing skills. In the study, it was determined that female students' writing motivation scores were higher than those of male students and that, moreover, female students' story-writing skills were more developed than those of male students. Furthermore, it was seen that the students' story-writing skills had a significant positive relationship with the value they placed on writing and with their self-efficacy as writers.

https://files.eric.ed.gov/fulltext/EJ1198880.pdf

The Relationship between Fourth-Grade Primary School Students' Story-writing Skills and Their Motivation to Write

This report describes a program for improving writing skills through choices of structured and unstructured writing process. The purpose of this program is to increase their ability to produce quality writing as measured by the district's fourth grade writing rubric. The targeted population consisted of an average fourth grade class, located in a "subrural" community 60 miles north of Chicago, Illinois. The problem of low writing ability was documented through assessments of students writing samples, classroom observations, student interviews, and student questionnaires. The program implemented new strategies in the area of student choices in the usage of writing skills and processes, during the period of January 2002 to February 2002. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting resulted in the selection of one major intervention. A revision of the essay writing process, as related to student skill development, took place. The classroom environment was altered to include a writing area that provided a writing tool such as graphic organizer, peer edits, thesauri and dictionaries for student use. The students were presented with a structured and unstructured writing process and given choices in the usage of the processes. In conclusion the program proved to be successful in several aspects of the writing process. The students have a positive attitude and have developed a new style of writing that is less structured and less intimidating. They continued to use outside resources in the same manner and use of peer editing increased slightly. The scores obtained through the fourth grade writing rubric have increased in both from the start of the program. These results were small but positive for the targeted group. Contains 10 figures and 30 references. Appendixes contain interview questions, a questionnaire, a writing observation form, and the fourth grade writing rubric. (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document.

/pdf/improving-student-writing-through-different-writing-styles-2vljeewbcr.pdf

Improving Student Writing Through Different Writing Styles.

Importance Workforce diversity is integral to optimal function within health care teams. Objective To analyze gender, race, and ethnicity trends in rank and leadership among US full-time academic ophthalmology faculty and department chairs between 1966 and 2021. Design, Setting, and Participants This cohort study included full-time US academic ophthalmology faculty and department chairs registered in the Association of American Medical Colleges. Study data were analyzed in September 2023. Exposure Identifying with an underrepresented in medicine (URiM) group. Main Outcomes and Measures The main outcome measures were demographic (ie, gender, race, and ethnicity) changes among academic faculty and department chairs, assessed in 5-year intervals. The term minoritized race refers to any racial group other than White race. Results There were 221 academic physicians in 1966 (27 women [12.2%]; 38 minoritized race [17.2%]; 8 Hispanic, Latino, or Spanish [3.6%]) and 3158 academic faculty by 2021 (1320 women [41.8%]; 1298 minoritized race [41.1%]; 147 Hispanic, Latino, or Spanish ethnicity [4.7%]). The annual proportional change for women, minoritized race, and Hispanic, Latino, or Spanish ethnicity was +0.63% per year (95% CI, 0.53%-0.72%), +0.54% per year (95% CI, 0.72%-0.36%), and −0.01% (95% CI, −0.03% to 0%), respectively. Women were underrepresented across academic ranks and increasingly so at higher echelons, ranging from nonprofessor/instructor roles (period-averaged mean difference [PA-MD], 19.88%; 95% CI, 16.82%-22.94%) to professor (PA-MD, 81.33%; 95% CI, 78.80%-83.86%). The corpus of department chairs grew from 77 in 1977 (0 women; 7 minoritized race [9.09%]; 2 Hispanic, Latino, or Spanish ethnicity [2.60%]) to 104 by 2021 (17 women [16.35%]; 22 minoritized race [21.15%]; 4 Hispanic, Latino, or Spanish ethnicity [3.85%]). For department chairs, the annual rate of change in the proportion of women, minoritized race, and Hispanic, Latino, or Spanish ethnicity was +0.32% per year (95% CI, 0.20%-0.44%), +0.34% per year (95% CI, 0.19%-0.49%), and +0.05% per year (95% CI, 0.02%-0.08%), respectively. In both faculty and department chairs, the proportion of URiM groups (American Indian or Alaska Native, Black or African American, Hispanic, and Native Hawaiian or Other Pacific Islander) grew the least. Intersectionality analysis suggested that men and non-URiM status were associated with greater representation across ophthalmology faculty and department chairs. However, among ophthalmology faculty, URiM women and men did not significantly differ across strata of academic ranks, whereas for department chairs, no difference was observed in representation between URiM men and non-URiM women. Conclusion &amp;amp;amp; Relevance Results of this cohort study revealed that since 1966, workforce diversity progressed slowly and was limited to lower academic ranks and leadership positions. Intersectionality of URiM status and gender persisted in representation trends. These findings suggest further advocacy and intervention are needed to increase workforce diversity. 

Gender, Race, and Ethnicity of US Academic Ophthalmology Faculty and Department Chairs From 1966 to 2021

We evaluate the impacts of the Academic Scholars and Leaders (ASL) Program in achieving 3 key objectives: treatment of education as a scholarly pursuit, improved education leadership, and career advancement.We report on the twenty-year experience of the ASL Program-a national, longitudinal faculty development program of the Association of Professors of Obstetrics and Gynecology (APGO) covering instruction, curriculum development/program evaluation, assessment/feedback, leadership/professional development, and educational scholarship. We conducted a cross-sectional, online survey of ASL participants who graduated in 1999-2017. We sought evidence of impact using Kirkpatrick's 4-level framework. Descriptive quantitative data were analyzed, and open-ended comments were organized using content analysis.64% (260) of graduates responded. The vast majority (96%) felt the program was extremely worthwhile (Kirkpatrick level 1). Graduates cited learned skills they had applied to their work, most commonly curricular development (48%) and direct teaching (38%) (Kirkpatrick 2&3 A). Since participation, 82% of graduates have held institutional, education-focused leadership roles (Kirkpatrick 3B). Nineteen percent had published the ASL project as a manuscript and 46% additional education papers (Kirkpatrick 3B).The APGO ASL program has been associated with successful outcomes in treatment of education as a scholarly pursuit, education leadership, and career advancement. Going forward, APGO is considering ways to diversify the ASL community and to support educational research training. 

The APGO Academic Scholars and Leaders Program: Supporting obstetrics and gynecology faculty development for 20 years

Background For over 50 years, affirmative action helped advance equity, diversity and inclusion (EDI) in educational institutions in the United States (U.S.). However, the recent U.S. Supreme Court decision to end affirmative action in college admissions threatens the progress toward EDI. Objective This study aimed to assess the progress in promoting gender and racial diversity within the discipline of microbiology over a 55-year period. We sought to analyze the representation of women and minority groups in faculty ranks, tenure positions, and leadership to identify disparities and trends and determine who will likely be impacted most with the end of affirmative action. Materials and methods This longitudinal retrospective study utilized publicly available and non-identifiable Association of American Medical Colleges (AAMC) data on full-time microbiology faculty from 1967 to 2021. Faculty members were categorized based on academic ranks and tenure status, while gender and racial data were also considered. Results The analysis revealed a consistent dominance of white faculty, with over 60% representation across all academic ranks throughout the study period. The Asian and female faculty representation decreased in senior academic ranks. We observed a positive trend in the annual increase of women in faculty positions, academic ranks, chairs, and tenure positions. Furthermore, Asian faculty demonstrated the most robust surge in representation. However, disparities persisted for black, Hispanic, and Native American faculty members, reflecting broader challenges in their representation. Discussion Although efforts to enhance diversity within microbiology have yielded positive results, underrepresented minority groups still face obstacles in attaining leadership positions and senior academic ranks. The diminishing proportion of women at higher academic ranks raises concerns about potential attrition or lack of promotion opportunities. The end of affirmative action poses a risk of perpetuating this trend, leading to a decline in diversity among microbiology faculty.

Advancing Diversity in Microbiology: A 55-Year Retrospective Analysis

Objective To evaluate the gender proportion in academic obstetrics and gynecology faculty across the United States and Canada and further assess any gender differences in academic ranks, leadership positions, and research productivity. Methods Obstetrics and gynecology programs were searched from the Fellowship and Residency Electronic Interactive Database (FREIDA) (n=145) and the Canadian Resident Matching Service (CaRMS) (n=13) to compile a database of gender and academic profiles of faculty physicians with Medical Doctorate (MD) or Doctors of Osteopathic Medicine (DO) degrees. Elsevier's Scopus was used to gather individual research metrics for analysis, and the data were analyzed using Strata v14.2 (StataCorp. 2015. Stata Statistical Software: Release 14. College Station, TX: StataCorp LP). Results Among 3556 American and 689 Canadian Obstetrics and Gynaecology physicians, women comprised 60.9% and 61.4%, respectively. Among physicians with professorships, women physicians comprised 36.2% and 35.8% in the United States and Canada, respectively. When examining the gender proportion of physicians in leadership roles, women comprised 52.2% and 56.1% in the United States and Canada, respectively. The h-index between men and women physicians showed a significant difference overall in both the United States (p<0.001) and Canada (p<0.001), indicating that men have higher academic output. Conclusion Although the overall proportion of women academic staff physicians in Obstetrics and Gynaecology is higher than the proportion of men, there are more men who had a full professor rank. Men also had higher academic productivity.

/pdf/sticky-floor-broken-ladder-and-glass-ceiling-in-academic-21n59ffy.pdf

Sticky Floor, Broken Ladder, and Glass Ceiling in Academic Obstetrics and Gynecology in the United States and Canada

Integration of Health Systems Science and Women's Health Care.

This research program was developed to improve and motivate students' writing in the elementary grades. Data found in research suggests probable causes for the lack of student motivation and progress in writing include: overloaded and product driven curriculum, lack of appropriate teacher training, time-consuming and subjective grading processes, student frustration, and lack of modeled writing by adults. Students, teachers, and parents will be interviewed to determine attitudes on the writing process. Students will also complete a pretest and post-test assessing writing skill development and self-assessments on written work, all noting an increase in skills, selfconfidence, and enthusiasm. Activities to be implemented in the classroom to achieve the desired results include: Writing Workshop, a home writing project, and the creation of an extensive print rich environment. Skill development strategies will include teacher modeling, use of graphic organizers, mini-lessons, Daily Oral Language activities, and cooperative learning activities. BEST COPY AVAILABLE S 2 population are high school graduates, 24.6% have some college credit, 7.1% have an associate degree, 14.5% have a bachelor degree, and 6.4% have a graduate degree. Part of the labor force consists of 9.9% having some high school credit and 4.8% having only elementary school experience (City Census, 1993). Local Setting George Washington School is one of five elementary and two middle schools in George Washington School District. George Washington School houses grades K-5, two Early Childhood classrooms, one Hearing Impaired classroom, and one Communication Development classroom. Enrollment, as of September 30, 1994, was reported at 584. Racial and ethnic backgrounds were 94.7% Caucasian, 0.3% African-American, 2.7% Hispanic, 2.2% AsianPacific Islander, and 0.0% Native American. Based on 1993-1994 school year figures, the average class size for each grade level was as follows: five special education rooms at 9 per class, kindergarten 22.8, first grade 20, second grade 28.3, third grade 28.8, fourth grade 27.6, and fifth grade 29.8. George Washington School houses the following classrooms: four kindergarten, four first, four second, three third, three fourth, three fifth, and one fourth-fifth split classroom. Families receiving public aid constitutes 2.6% of the attendance population, with the mobility rate standing at 18.2%. Chronic truancy is at 0.0% with an attendance rate of 95.9%. George Washington School faculty consists of 36 people, 35 females and one male. There are sixteen teachers with a master's degree. The average number years of teaching experience is 11.8. Thomas Jefferson School is another one of the five elementary and two middle schools in George Washington School District. Thomas Jefferson School houses grades K-5. Enrollment, as of September 30, 1994, was reported at 895. Racial and ethnic backgrounds were 93.7%

/pdf/improving-and-motivating-children-s-writing-q8e5atqjaw.pdf

Improving and Motivating Children's Writing.

Rising Above our Reputation: Strategies to Improve the Learning Environment on the Birthing Unit

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Sticky Floor, Broken Ladder, and Glass Ceiling in Academic Obstetrics and Gynecology in the United States and Canada

Integration of Health Systems Science and Women's Health Care.

Improving and Motivating Children's Writing.

Rising Above our Reputation: Strategies to Improve the Learning Environment on the Birthing Unit