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Translating The Statistical Representation Of The Effects Of Education Interventions Into More Readily Interpretable Forms, Mark W. Lipsey, Kelly Puzio, Cathy Yun, Michael A. Hebert, Kasia Steinka-Fry, Mikel W. Cole, Megan Roberts, Karen S. Anthony, Matthew D. Busick
Translating The Statistical Representation Of The Effects Of Education Interventions Into More Readily Interpretable Forms, Mark W. Lipsey, Kelly Puzio, Cathy Yun, Michael A. Hebert, Kasia Steinka-Fry, Mikel W. Cole, Megan Roberts, Karen S. Anthony, Matthew D. Busick
Publications
This paper is directed to researchers who conduct and report education intervention studies. Its purpose is to stimulate and guide them to go a step beyond reporting the statistics that emerge from their analysis of the differences between experimental groups on the respective outcome variables. With what is often very minimal additional effort, those statistical representations can be translated into forms that allow their magnitude and practical significance to be more readily understood by the practitioners, policymakers, and even other researchers who are interested in the intervention that was evaluated.
The Faculty Notebook, September 2012, Provost's Office
The Faculty Notebook, September 2012, Provost's Office
Faculty Notebook
The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost.
The Faculty Notebook, May 2012, Provost's Office
The Faculty Notebook, May 2012, Provost's Office
Faculty Notebook
The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost.
Quality After-School Programming And Its Relationship To Achievement-Related Behaviors And Academic Performance, Annemarie M. Grassi
Quality After-School Programming And Its Relationship To Achievement-Related Behaviors And Academic Performance, Annemarie M. Grassi
ETD Archive
The purpose of this study is to understand the relationship between quality social support networks developed through high quality afterschool programming and achievement amongst middle school and high school aged youth. This study seeks to develop a deeper understanding of how quality after-school programs influence a youth's developmental assets, how quality after-school programs influence achievement-related behaviors amongst youth, and how quality after-school programs influence academic performance amongst youth. The study measured academic performance, as well as, hope, wellbeing, and engagement amongst youth who participate in high quality after-school programming, in comparison with youth who are not currently participating in after-school …
Bruce Randolph High School: A Case Study Of An Urban School Becoming Successful For Multilingual Learners, Alan Davis, Kara Viesca, Barbara Dray, Tracy Keenan
Bruce Randolph High School: A Case Study Of An Urban School Becoming Successful For Multilingual Learners, Alan Davis, Kara Viesca, Barbara Dray, Tracy Keenan
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Working in a research collaborative between Denver Public Schools and the University of Colorado Denver, the authors selected Bruce Randolph High School (BRHS) as a case study because of its growth on state academic achievement tests and because of its multilingual learners. After a difficult beginning, BRHS has established an inclusive culture of expectation for learning and community participation, a reciprocal instructional culture emphasizing instructional coaching and continuous improvement, a strong emphasis on language development and literacy across the curriculum, and interventions to prevent course failure. These characteristics, facilitated by the school’s Innovation Status in the district, are central to …
Explaining The Link Between Parental Educational Expectations And Chinese High School Students' Academic Achievement: The Roles Of Psychological Distress, Parental Involvement, And Filial Piety, Wei Su
All ETDs from UAB
The current study addressed the relationship between short-term and long-term parental educational expectations and Chinese high school students' academic achievement. We proposed five factors and mechanisms to explain this relationship, including nonlinear associations of parental educational expectations with adolescents' academic achievement, mediation effects of child psychological distress, mediation effects of parental involvement, effects of parent-child discrepancies in educational expectations, and moderating effects of filial piety. Four hundred and ninety-one 12th graders from a mainland Chinese high school and their parents were recruited in this study, with a mean age of 18.4 years and 57% girls. When not adjusting for previous …
Impact Of Leadership Effectiveness And Organizational Climate On Academic Achievement In Memphis City Schools' Alternative High Schools, Billy J. Walker
Impact Of Leadership Effectiveness And Organizational Climate On Academic Achievement In Memphis City Schools' Alternative High Schools, Billy J. Walker
Electronic Theses and Dissertations
The primary purpose of this study was to conduct an investigation to determine the relationships between leadership effectiveness, organizational climate, and academic achievement in Memphis City Schools' alternative high schools. In this quantitative study, the Leadership Practices Inventory (LPI) was used to gather leadership effectiveness perceptions, and the Gallup Q12 was used to gather organizational climate surveys from the four regional alternative high schools in Memphis City Schools. The survey instruments were distributed to over 120 principals, teachers, and educational support staff with 103 (85.83%) responding. Analysis of variance (ANOVA), two-way analysis of variance (Two-Way ANOVA), and a Pearson's correlation …
Inference Generation And Story Comprehension Among Children With Adhd, Jessica S. Kosloski
Inference Generation And Story Comprehension Among Children With Adhd, Jessica S. Kosloski
Theses and Dissertations--Psychology
Academic difficulties are well-documented among children with ADHD. Exploring these difficulties through story comprehension research has revealed deficits among children with ADHD in making causal connections between events, and using causal structure and thematic importance when recalling stories. Important to theories of story comprehension and implied in these deficits is the ability to make inferences. Often, characters’ goals are implicit and explanations of events must be inferred. The purpose of the present study was to compare the ability of 7- to 11-year-old children with ADHD and their comparison peers to make inferences during story comprehension. Children watched two televised stories, …