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Articles 1 - 7 of 7
Full-Text Articles in Education
The Effects Of The Family On Student Achievement: A Comparative Study Of Traditional Nontraditional Families, Melinda Fonteboa
The Effects Of The Family On Student Achievement: A Comparative Study Of Traditional Nontraditional Families, Melinda Fonteboa
Doctoral Dissertations and Projects
The purpose of this quantitative, causal-comparative study was to test the interactive framework of social cognitive theory, attachment theory, and the theory of moral absolutism by comparing the academic achievement of over 200 high school seniors (as measured by the Georgia High School Graduation Test; GHSGT) based on the structures of their families. The independent variable of family structure was initially classified as either nontraditional or traditional. A nontraditional family was defined, for the purposes of this study, as any family that is not comprised in its entirety by two biological parents (or adoptive parents from birth), one male and …
Closing The Gap: Use Of The Instructional At-Home Plan (Iahp)® By African American Parents And The Impact On Literacy Achievement Among Their Kindergarten Children, Tanya Foster Demers
Closing The Gap: Use Of The Instructional At-Home Plan (Iahp)® By African American Parents And The Impact On Literacy Achievement Among Their Kindergarten Children, Tanya Foster Demers
College of Education Theses and Dissertations
The purpose of this ex post facto study was to investigate the use of the Instructional At- Home Plan (IAHP)® by African American parents and its impact on kindergarten literacy achievement among their children. The study used DIBELS data from students who attended a Chicago Public School with a population that averaged 98.6% black and 96.75% low-income status. Parents of students who attended classes for the 2009-10 and 2010-11 school years utilized the Instructional At-Home Plan. The achievement of their children was analyzed and compared to those students who attended kindergarten for the 2007-08 and 2008-09 school years: students whose …
Using Factors Of Socioeconomic Status, Family Support, And Academic Preparation To Explain The Black-White Gap In Mathematics Achievement And Participation, Charity Watson
All Dissertations
The Black-White achievement and participation gap in mathematics is a major concern for educators in America. In order to understand why these gaps exist and have continued to exist over the years, it is important to identify some of the factors that may contribute to them. However, one of the limitations in identifying factors that influence the disparities in achievement and participation between Black and White students is the issue of finding comparable and representative groups.
This study aspired to move beyond randomized experimental designs to studying a larger representative sample of Black college students who are equivalent to White …
The Effects Of The Achievement Gap On Students Formally Identified As Gifted. Does Giftedness Prevail?, Dwayne T. Chism
The Effects Of The Achievement Gap On Students Formally Identified As Gifted. Does Giftedness Prevail?, Dwayne T. Chism
Student Work
This study shows that minority students who, based upon a standardized test, have shown a high academic performance capability have a readiness for rigorous courses in high school and can sustain high academic achievement over time when compared to non-minority peers. Therefore, the on-going question for many educators needs to be why doesn't this hold true in many of our public school across this country? Why, in light of the accountability placed upon our nation's schools in 2001, is the prevailing discussion still about minority students being left behind? The purpose of this study was to evaluate the ninth-grade to …
It's About Access: How The Curricular System And Unequal Learning Opportunities Predict The Racial Test Score Gap In Mathematics, Floyd Cobb Ii
It's About Access: How The Curricular System And Unequal Learning Opportunities Predict The Racial Test Score Gap In Mathematics, Floyd Cobb Ii
Electronic Theses and Dissertations
This mixed methods study investigates how the design of the curricular system of one Colorado school district contributes the racial test score and racial college preparedness gaps in mathematics. The researcher examined this issue through a mixed methods design using Critical Race Theory (CRT) as the overarching theoretical framework supported by Yosso's (2002) Critical Race Curriculum. For the quantitative portion of the study the researcher utilized the theory of opportunity to learn (OTL) to test the impact of differential access to advanced mathematics content on test score outcomes on the Colorado Student Assessment Program (CSAP) and the Colorado ACT (COACT). …
Accessing High-Quality Instructional Strategies, Edmund T. Hamann, Jenelle Reeves
Accessing High-Quality Instructional Strategies, Edmund T. Hamann, Jenelle Reeves
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Instructional strategies figure centrally in what happens in classrooms, are critical to educational outcomes, and central to the narrowing of achievement gaps. However, broad improvement of schools, including the narrowing of these gaps, will depend on changes in instructional strategy and improved student access to educators using these strategies. Much of the research on instructional strategies identifies universal aspects of effective instruction that pertain across subject matter, grade level and student characteristics. Other important findings from instructional strategy research are not as broadly applicable. These second kind of findings, are more specific to particular grade levels, topics of instruction, students’ …
"I'Ve Come Too Far, I'Ve Worked Too Hard!": Reinforcement Of Support Structures Among Black Male Mathematics Students, Clarence L. Terry Sr, Ebony O. Mcgee
"I'Ve Come Too Far, I'Ve Worked Too Hard!": Reinforcement Of Support Structures Among Black Male Mathematics Students, Clarence L. Terry Sr, Ebony O. Mcgee
Clarence "La Mont" Terry, Sr.
Along with the growth and refinement of our shared discourses on equity, the community of education researchers focused on Black males has developed lenses with which to examine the risk and protective factors related to Black males’ participation in and experiences with mathematics. In this paper, the authors focus on the importance of the “supports” associated with mathematically high-achieving Black high school students in urban high schools. Using Critical Race Theory and narrative analysis, the authors report findings from semi-structured interviews of mathematically-successful Black male students (n = 12) from four urban high schools. Analysis of key themes suggests that …