Education Commons^™

Impact Of Adverse Childhood Experiences On Academic Achievement Of School-Aged Learners, Paul Carlson

Graduate Teacher Education

Adverse childhood experiences (ACEs) are part of ongoing discussions among educators identifying at-risk students in need of additional support for academic success. This paper explored the cross-sections of academic achievement and ACEs within academic settings. This study featured a literature review with qualitative and quantitative studies on ACEs and their relationship to chronic absenteeism, retention, dropout rates, behavioral problems, and academic achievement in the United States of America (USA). In addition, studies on trauma, resilience, and mental health are used to further explain academic achievement in relation to ACEs. The focus question of this study is: How do adverse childhood …

Fundamental Attribution Error: Perspectives Of Principal, Teacher, And Parent Influence On Student Growth, Sonja Rayner

Dissertations

The primary purpose of this study was to determine principals’, teachers’, and parents’ attributions of their own and the other groups’ relative influence on student academic outcomes measured by standardized tests. The secondary purpose was to determine whether and how fundamental attribution error and self-serving bias predicts or explains the responses of each group. Descriptive analyses were conducted to compare responses from these three constituent groups. Additionally, repeated measures MANOVA was conducted in order to explain the effect the moderator variable, school performance level, had on the strength of the relationship between the independent (school rating and group) and dependent …

An Investigation Of The Relationship Between Teacher Factors And Academic Performance Of High School Students, William S. Castellane

Seton Hall University Dissertations and Theses (ETDs)

This study examined the relationship between teacher factors and student achievement, measured by high school grade point average while controlling for student and school-level factors. The study focused on teacher certification, teacher experience, full-time employment status, level of academic degree, and teacher absenteeism for the first semester of the school year. The student factors that were included are gender, race, socioeconomic status, the number of students enrolled in Advanced Placement, and International Baccalaureate courses the students took during their high school careers. The school-level factor included in the study was the percentage of students who receive free and reduced lunches. …

Predicting Academic Achievement With The Kaufman Assessment Battery For Children—Second Edition, Amy Cherry

Murray State Theses and Dissertations

ABSTRACT

Intelligence progresses in measurable and predictable stages and IQ tests are used to test basic intellectual functioning, such as conceptual thinking, language, and problem solving. The IQ test is used to diagnose developmental disabilities as well as learning disabilities and intellectual disabilities in schools. School aged children may be given an IQ test to determine eligibility and placement for special education services and to pinpoint specific deficits and/or strengths. Part of the strength of using IQ tests is their ability to predict specific attributes, such as academic skills and adaptive skills. However, these correlations change with the child’s age. …

Native American Parent Perceptions Of Their Children's Success In Reading And Mathematics, Kandace Cheryee Robertson

Walden Dissertations and Doctoral Studies

The focus of this study was on how to help narrow the achievement gap between Native American students and their non-Native peers in an urban Oklahoma school district. A qualitative case study approach was used to answer the questions of how parents of Native American students perceive their children's academic success in reading and mathematics in Grade 1- Grade 12 and why they believe their children have consistently (or historically) performed below district, state, and national expectations in these subjects in an attempt to better understand the achievement gap. Progress reports, institutional reports, and standards-based test scores were indicative of …