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The Effect Of Decreasing Enrollment Patterns In A Title I School Surrounded By Economic Decline On 5th-Grade Students’ Achievement, Behavior, Parent Involvement, And Teacher Mobility Rates, Carolyn L. Grice
Student Work
The purpose of this study was to determine the effect of decreasing enrollment patterns in a Title I school surrounded by economic decline on 5th-grade students' achievement, behavior, parent involvement, and teacher mobility rates compared to 5th-grade students' achievement, behavior, parent involvement, and teacher mobility rates in a nearby Title I elementary school surrounded by economic improvement and increasing enrollment patterns. Overall, results indicated that 5th-grade students at posttest in the increasing enrollment pattern school in a neighborhood of economic improvement had statistically significantly higher (a) Reading Total, (b) Math Total, and (c) Language Total mean achievement NCE scores compared …
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry- Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry- Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Student Work
The purpose of this study was to evaluate the achievement outcomes of 5th-grade students following their enrollment in federally funded inquiry-based classrooms compared to same school traditional education program students to determine the feasibility of inquiry-based program sustainability. The study analyzed achievement data of students in the inquiry-based Charter Education Program compared to achievement data of students in the Traditional Education Program to determine pretest-posttest achievement gain for students in both research arms and posttest-posttest intervention effectiveness. The inquiry-based Charter Education Program required students to utilize laptop computers rather than textbooks to research, analyze, write, and complete reports. The Traditional …
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry-Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry-Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Student Work
The purpose of this study was to evaluate the achievement outcomes of 5th-grade students following their enrollment in federally funded inquiry-based classrooms compared to same school traditional education program students to determine the feasibility of inquiry-based program sustainability. The study analyzed achievement data of students in the inquiry-based Charter Education Program compared to achievement data of students in the Traditional Education Program to determine pretest-posttest achievement gain for students in both research arms and posttest-posttest intervention effectiveness. The inquiry-based Charter Education Program required students to utilize laptop computers rather than textbooks to research, analyze, write, and complete reports. The Traditional …
The Effect Of A Required Character Education And Class-Wide Peer Tutoring Program On 5th-Grade Students’ Reading And Writing Performance, Anthony P. Dancer
The Effect Of A Required Character Education And Class-Wide Peer Tutoring Program On 5th-Grade Students’ Reading And Writing Performance, Anthony P. Dancer
Student Work
The purpose of the study was to determine the effect of a required school year long Character Education and Class-Wide Peer Tutoring program (CE+CWPT) for students who scored at or below proficiency in one, two, or three of their reading fluency, reading comprehension, or writing assessments at the beginning of their 5th-grade school year. The study analyzed performance on criterion referenced tests, performance on norm-referenced tests, behavioral referrals, and attendance to determine what relationship, if any, exists between levels of achievement amongst students participating in a required CE+CWPT program. Following a year of program participation, 5th-grade students with one or …
The Effect Of A Required Character Education And Class-Wide Peer Tutoring Program On 5th-Grade Students' Reading And Writing Performance, Anthony P. Dancer
The Effect Of A Required Character Education And Class-Wide Peer Tutoring Program On 5th-Grade Students' Reading And Writing Performance, Anthony P. Dancer
Student Work
The purpose of the study was to determine the effect of a required school year long Character Education and Class-Wide Peer Tutoring program (CE+CWPT) for students who scored at or below proficiency in one, two, or three of their reading fluency, reading comprehension, or writing assessments at the beginning of their 5th-grade school year. The study analyzed performance on criterion referenced tests, performance on norm-referenced tests, behavioral referrals, and attendance to determine what relationship, if any, exists between levels of achievement amongst students participating in a required CE+CWPT program. Following a year of program participation, 5th-grade students with one or …
The Effects Of Increased Racial Isolation On 5th-Grade Students' Achievement, Attendance, And Behavior, Peter J. Smith
The Effects Of Increased Racial Isolation On 5th-Grade Students' Achievement, Attendance, And Behavior, Peter J. Smith
Student Work
Achievement, attendance, and behavior data of African American, Hispanic American, and Caucasian students from racially segregated and racially integrated settings were analyzed to determine the effect of racial isolation on achievement, attendance, and behavior of each racial group. Achievement, attendance, and behavior data of randomly selected students from each racial group were analyzed (N = 120). African American students from segregated schools (n = 20) and from integrated schools (n = 20); Hispanic American students from segregated schools (n = 20) and from integrated schools (n = 20); and Caucasian students from segregated schools (n = 20) and from integrated …