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Articles 1 - 26 of 26
Full-Text Articles in Entire DC Network
Closing The Minority Achievement Gap In Georgia Middle Schools: Principals' Perspectives, Stacy Eugene Johnson
Closing The Minority Achievement Gap In Georgia Middle Schools: Principals' Perspectives, Stacy Eugene Johnson
Electronic Theses and Dissertations
The purpose of this study was to provide best practices and strategies for middle school principals that have been struggling to close the minority achievement gap in schools. Three Georgia middle school principals considered to be successful in closing the achievement gap were interviewed to determine the strategies and practices that they use to close the minority achievement gap. These practices and strategies were further examined to determine their effectiveness in the areas of reading and mathematics. The researcher used in-depth interviewing procedures through a structured interview format to encourage research participants to speak openly and candidly about the strategies …
Prediction Of Student Achievement In Georgia High Schools Based On Principal Competency As Defined By The Interstate School Leaders Licensure Consortium Standards, Amy Teague Loskoski
Prediction Of Student Achievement In Georgia High Schools Based On Principal Competency As Defined By The Interstate School Leaders Licensure Consortium Standards, Amy Teague Loskoski
Electronic Theses and Dissertations
The researcher conducted a study of the prediction of student achievement in Georgia high schools based on principal competencies as defined by the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders to determine to what extent principal competency, as determined by the ISLLC standards, predict student achievement. The poverty level of the school and the principal's years of experience in a school were additional variables in the analyses. Quantitative and qualitative research was conducted using a survey based on the ISLLC Standards for School Leaders and an interview questionnaire to answer the research questions. A Principal Competency rating …
Service-Learning Outcomes At A Faith-Based Institution Of Higher Education., Amy L. Doolittle
Service-Learning Outcomes At A Faith-Based Institution Of Higher Education., Amy L. Doolittle
Electronic Theses and Dissertations
This quantitative dissertation examines outcomes of a required service-learning program at a faith-based institution. Two hundred and ten students completed a pre/post survey administered to a sophomore level class about background, educational processes, and twelve attitude and knowledge subscales related to service-learning. All subscales met standard reliability standards. Two dependent variables were used to measure critical thinking and students' perceptions of learning. While students entered the class with strong positive attitudes and knowledge on most subscales, four subscales Civic Attitudes, Civic Behavior, Civic Action, and Social Justice showed significant positive changes, and two subscales Motivation for Service and Personal Enrichment …
School Size, Student Achievement, And The "Power Rating" Of Poverty: Substantive Finding Or Statistical Artifact?, Theodore Coladarci
School Size, Student Achievement, And The "Power Rating" Of Poverty: Substantive Finding Or Statistical Artifact?, Theodore Coladarci
Education Policy Analysis Archives (EPAA)
The proportion of variance in student achievement that is explained by student SES—“poverty’s power rating,” as some call it—tends to be lower among smaller schools than among larger schools. Smaller schools, many claim, are able to somehow disrupt the seemingly axiomatic association between SES and student achievement. Using eighth-grade data for 216 public schools in Maine, I explored the hypothesis that this in part is a statistical artifact of the greater volatility (lower reliability) of school-aggregated student achievement in smaller schools. ...
Literacy Assessment New Zealand Style, Thomas R. Guskey, Jeffrey K. Smith, Lisa F. Smith, Terry Crooks, Lester Flockton
Literacy Assessment New Zealand Style, Thomas R. Guskey, Jeffrey K. Smith, Lisa F. Smith, Terry Crooks, Lester Flockton
Educational, School, and Counseling Psychology Faculty Publications
It's mostly performance based. It assesses students in teams as well as individually. What's more, students like it.
Funding For Performance And Equity: Student Success In English Further Education Colleges, Ozan Jaquette
Funding For Performance And Equity: Student Success In English Further Education Colleges, Ozan Jaquette
Education Policy Analysis Archives (EPAA)
The impact of performance funding on community college student outcomes is a contested issue. Performance funding policies in most U.S. states involve too small a proportion of funding to change college behavior. English further education colleges are similar to U.S. community colleges. 1992 policy reforms in England centralized policy control, and implemented a per-pupil funding formula; 10% of all funding is based on student success but other components of the funding formula pay colleges more money for enrolling disadvantaged students. This research uses five years of student level data to test the impact of these policies. Overall student success rates …
Speech Communication: A Case To Make Speech A Required Course For Secondary Graduation, Emily K. Campbell
Speech Communication: A Case To Make Speech A Required Course For Secondary Graduation, Emily K. Campbell
Regis University Student Publications (comprehensive collection)
The research project examines how courses in speech communication tend to affect students. The author specifically considers how courses in speech affect student test scores, understanding in other core courses, employability in the work force, preparation for college, and self worth. Prior studies, testimonials, and an informal study from the 2004 National Forensic League National Tournament are used to support the case. The intent of the presentation is to persuade school officials to start, strengthen, or save local forensics programs.
Celebrating Umm Staff, University Relations
Celebrating Umm Staff, University Relations
Campus News Archive
Staff Day, the annual celebration of civil service and bargaining unit employees at UMM, will be observed on the Morris campus at 2 p.m. Wednesday, Sept. 13, at LaFave House.
Report Of The Scholastic Committee Activity For 2005-2006, Scholastic Committee
Report Of The Scholastic Committee Activity For 2005-2006, Scholastic Committee
Scholastic Committee
No abstract provided.
Strategies To Enhance Achievement For Boys, Susan Frick
Strategies To Enhance Achievement For Boys, Susan Frick
Regis University Student Publications (comprehensive collection)
Strategies to Enhance Achievement for Boys Gurian (1996) reported that brain research shows there are definite differences between the ways that boys' and girls' brains work. This applied project identifies some of the reasons why boys underachieve in school and includes strategies to assist and facilitate success in school; thereby, building responsible and confident adults. Effective strategies were combined in the guide book to enhance the way educators teach boys in school. The strategies are effective for boys at the elementary school level.
Academic Capabilities And Disadvantaged Students: The Role Of Institutions, William Elliott Iii, Margaret Sherrard Sherraden
Academic Capabilities And Disadvantaged Students: The Role Of Institutions, William Elliott Iii, Margaret Sherrard Sherraden
Center for Social Development Research
Notwithstanding the far reaching intellectual and practical contributions of Bandura’s theory of self-efficacy, researchers have suggested that it may not adequately address the role of institutions. This paper suggests that traditional measures of self-efficacy underemphasize institutional factors. This may have important implications, especially for considering the circumstances of disadvantaged groups. It may be productive to think of self-efficacy as a multidimensional construct that includes personal and institutional dimensions. Using an interdisciplinary approach, we examine how self-efficacy theory can be expanded to account for the social and economic realities of disadvantaged groups and lead to empirical work that can inform policy …
Morris Team Wins Academic Challenge, University Relations
Morris Team Wins Academic Challenge, University Relations
Campus News Archive
The team from Morris Area High School was the overall winner of the 2006 "Academic Challenge" competition. The team earned an all-expense paid trip to compete in Washington, D.C., for the National Academic Challenge Competition in June.
Schwartz Receives Henjum Award, University Relations
Schwartz Receives Henjum Award, University Relations
Campus News Archive
Kyle Schwartz ’06, New Ulm, received the 2006 Arnold Henjum Award in recognition of his University of Minnesota, Morris accomplishments on the track and in the classroom.
Parent Involvement: Differences Between African Americans And European Americans In One Florida School District, Michelle Darter-Lagos
Parent Involvement: Differences Between African Americans And European Americans In One Florida School District, Michelle Darter-Lagos
USF Tampa Graduate Theses and Dissertations
The purpose of this research study was to (a) analyze perceptions of parent involvement across raters (i.e., seventh grade students versus their parents) and across ethnicity (i.e., African American versus European American), and (b) examine how perceptions of parent involvement are related to academic achievement. A subsample of archival survey data collected in one central Florida school district was analyzed for the current study. Findings revealed a positive but weak relationship between students' and parents' perceptions of parent involvement regardless of ethnicity. Significant differences were found in the perceived levels of involvement by ethnicity, even when controlling for SES. In …
Shaping Academic Success: Understanding The Interrelationship Between Intelligence Beliefs, Motivation, Learning, And Achievement, Susan Harris Warner
Shaping Academic Success: Understanding The Interrelationship Between Intelligence Beliefs, Motivation, Learning, And Achievement, Susan Harris Warner
Regis University Student Publications (comprehensive collection)
The findings of recent studies in the area of achievement indicate that the motivation to learn contributes to academic success, apart from intelligence, individually and significantly. While the early motivational theorists concluded that cognitive skills and abilities were factors of intelligence, and that behavioral and psychosocial attributes were factors of motivation, the more contemporary motivational researchers have found that the belief one holds about intelligence influences both cognition and behavior, more powerfully than previously estimated. Presented here are the main social cognitive components of motivation: (a) competence beliefs and self-efficacy, (b) attributions, (c) intrinsic motivation, and (d) achievement goals. The …
From Chalk Boards To Smart Boards: Technology In The Classroom, Megan E. O'Malley
From Chalk Boards To Smart Boards: Technology In The Classroom, Megan E. O'Malley
Regis University Student Publications (comprehensive collection)
Researchers support the use of technology in the classroom as a way to enhance the learning environment and student achievement. Successful technological integration depends on appropriate teacher training. There are numerous ways to successfully integrate technology into the classroom such as educational technology, business partnerships, and technological tools. Teachers have the ability to introduce students to varying types of technology at an early age, better preparing students for their educational career. Educating administrators and teachers alike is the first step in creating successful classrooms. This first purpose of this project was to explore the effects that technology use had on …
Georgia School Principals' Perceptions Of The Impact Of School Facilities On Student Achievement, Zheadric E. Barbra
Georgia School Principals' Perceptions Of The Impact Of School Facilities On Student Achievement, Zheadric E. Barbra
Electronic Theses and Dissertations
The purpose of this study was to examine Georgia school principals' perceptions of the impact of school facilities on student achievement. This study became the focus of the researcher's attention after working in an elementary school in Decatur, Georgia, for three years and personally visiting some other schools, some of which were in excellent condition and others which were in need of serious renovation or reconstruction. After conducting a thorough review of literature in the area of school facilities and student achievement, the researcher became aware of the important connection between school facilities and academic achievement. The vast amount of …
Superintendents Speak Out: A Survey Of Superintendents’ Opinions Regarding Recent School Reforms In Arkansas, Virginia H. Blankenship, Joshua H. Barnett
Superintendents Speak Out: A Survey Of Superintendents’ Opinions Regarding Recent School Reforms In Arkansas, Virginia H. Blankenship, Joshua H. Barnett
Arkansas Education Reports
In an effort to improve educational opportunities for all students, Arkansas policymakers have made education reforms in many areas since 2003, such as increasing school funding by nearly 30 percent, consolidating both districts with enrollments below 350 students and inefficient schools, and strengthening accountability measures designed to raise academic achievement. However, there is little empirical evidence about how any of these reforms have impacted districts, schools, and students across the state, so policymakers have no way of knowing whether such reforms have the potential to improve student achievement and help close the achievement gap between disadvantaged students and their more …
2006 Undergraduate Research Symposium Abstract Book, Academic Center For Enrichment
2006 Undergraduate Research Symposium Abstract Book, Academic Center For Enrichment
Undergraduate Research Symposium Abstract Books
Abstract book from the 2006 UMM Undergraduate Research Symposium (URS) which celebrates student scholarly achievement and creative activities.
Stress, Coping, And Their Prediction Of Mental Health Outcomes In International Baccalaureate High School Students, Robin B. Hardesty
Stress, Coping, And Their Prediction Of Mental Health Outcomes In International Baccalaureate High School Students, Robin B. Hardesty
USF Tampa Graduate Theses and Dissertations
This study investigated the mental health of high school students enrolled in the International Baccalaureate (IB) High School Diploma Program (n =139) in a large, southeastern high school. Mental health was assessed using both positive indicators (life satisfaction, academic achievement, academic self-efficacy) and negative indicators (psychopathology) indicators of adolescent social-emotional and school functioning. Findings from this study include that IB students perceive more stress than their general education peers, yet maintain mental health that is equivalent or superior to that of their general education peers. The role of coping in predicting mental health outcomes in IB students was also investigated. …
Alcohol And Drug Use: The Negative Effect On Health And Academic Achievement, Judson Mccarley, Heather Holloway
Alcohol And Drug Use: The Negative Effect On Health And Academic Achievement, Judson Mccarley, Heather Holloway
Perspectives In Learning
Most know the damaging and lethal effects that drugs and alcohol pose upon our children and young people today. Parents and schools work hard at limiting these terrible and devastating results. However, is this effort enough and what is the latest research on alcohol and drug use by school age children? Although there are significant effects from drug and alcohol use on health and academic achievement, there are a variety of interventions used in keeping children clean. Alcohol and drug use by school-age children poses serious health and safety risks. The three leading causes of death for 15-24 year olds …
An Examination Of The Direct Versus Indirect Effects Of Parenting Behavior On Academic Achievement: The Potential Role Of Perceived Competence And Motivational Orientation, Ana Veronica Garcia
An Examination Of The Direct Versus Indirect Effects Of Parenting Behavior On Academic Achievement: The Potential Role Of Perceived Competence And Motivational Orientation, Ana Veronica Garcia
Theses Digitization Project
Examines the interrelationships among parenting styles, children's perceived competence, and children's academic motivation. A correlational-regressional approach was used to test the hypothesis that perceived parent responsiveness and expectations would be positively correlated with children's perceived competence, motivation, and academic achievement. The sample consisted of 50 fourth, fifth and sixth grade students from an ethnically diverse Southern California private school. The correlations among perceptions of competence, preference for challenge (i.e., motivational orientation), and achievement were supported. However, the correlations among the parenting behavior were only partially supported.
Introduction To School Counseling Services Articles, Lisa Shaw
Introduction To School Counseling Services Articles, Lisa Shaw
Perspectives In Learning
Introduction to School Counseling Services Articles
The Influence Of Highly Qualified Teacher Designation, And Other Teacher Variables, On Student Achievement, Camille Christine Cabezas
The Influence Of Highly Qualified Teacher Designation, And Other Teacher Variables, On Student Achievement, Camille Christine Cabezas
Seton Hall University Dissertations and Theses (ETDs)
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The Relationship Between Parent-Adolescent Conflict And Academic Achievement, Marie S. Nebel-Schwalm
The Relationship Between Parent-Adolescent Conflict And Academic Achievement, Marie S. Nebel-Schwalm
LSU Master's Theses
Previous research has shown family conflict to have a detrimental effect on the academic functioning of children and adolescents. Most research conceptualizes family conflict as marital distress or divorce. Additional factors that have been shown to effect academic functioning include cognitive ability (i.e., intelligence), academic skills (e.g., homework behaviors), and amount of resources (i.e., socioeconomic status, SES). The present study investigated whether parent-adolescent conflict is related to adolescent academic achievement after accounting for cognitive ability and homework behaviors. Participants include 74 middle school students attending public school in a low-SES urban environment. Prior to conducting analyses, parent and adolescent reports …
Teacher's Perceptions Of A Scientifically Based Reading Program Compared To An Optional Reading Program, Christine Donner
Teacher's Perceptions Of A Scientifically Based Reading Program Compared To An Optional Reading Program, Christine Donner
Regis University Student Publications (comprehensive collection)
While the methods of teaching reading are constantly changing due to advancements, the purpose of this research has been to determine the effectiveness of two particular reading methods that are currently being practiced. The "scientifically based" reading program demands explicit and systematic instructional strategies as outlined in the No Child Left Behind Act-Reading First Grant while the optional reading method allows the teacher to selected reading material, time allocations, and reading techniques based on local objectives and expectations (Nevada Reading First). Based on a questionnaire, which examines teacher's perceptions of their reading program, this project compares both advantages and disadvantages …