Education Commons^™

Concurrent And Predictive Validity Of The Universal Nonverbal Intelligence Test – Group Ability Test, Brooke Lauren Browarnik

Doctoral Dissertations

Within the framework of a pretest/posttest design, relations among the Universal Nonverbal Intelligence Test – Group Ability Test (UNIT-GAT) and two measures of reading achievement: the Test of Silent Word Reading Fluency, Second Edition (TOSWRF-2) and the Test of Silent Word Reading Comprehension, Second Edition (TOSCRF-2) were examined for 140 children between the ages of six and fifteen, enrolled in one of three Boys & Girls Clubs in the eastern United States. Based on a counterbalanced administration at pretest, UNIT-GAT Analogical Reasoning (AR) scores moderately correlated with TOSWRF-2 Form A scores (r = .45, p < 01), TOSWRF-2 Form B scores (r = .41, p …

Perceptions Of Student Engagement: Understanding Knowledge And Policy Implications Among K-12 District Leaders, Ann Marie Cisney-Booth

Doctoral Dissertations

Student engagement is widely documented from the perspectives of students, teachers, and school-level administrators (Bazenas, 2014; Marks, 2000; Rosenquist, 2015; Sutherland, 2010; van Uden, Ritzen, & Pieters, 2013). At this time, understanding student engagement from the perspective of district leaders, including members of the school board, represents an untapped area of research. Engaged students are more likely to learn, find the learning experience rewarding, as well as are more likely to graduate and pursue higher education (Marks, 2000). In this regard, student achievement is contingent upon the development of a sense of efficacy and confidence in their ability to be …

Understanding Implementation Of Developmental Education Delivery Models In A Community College Setting, Sherry Ann Marlow Ormsby

Doctoral Dissertations

The field of higher education faces many barriers in providing quality education to students, with educating underprepared students as one of the most challenging and complex (Parker, 2007). Although developmental education may have found a permanent home in community colleges exclusively, the greater concern is not the location of remediation education, but rather the impact on student success (Parker, Bustillos & Behringer, 2010).

Until students arrive at higher education institutions academically prepared to be successful in college-level courses, developmental education will continue to be a critical mission of community colleges (CCA, 2012). Too many students are lost in the developmental …