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Full-Text Articles in Education
No Child Left Behind? A Socioeconomic Comparison Of Urban, Suburban And Rural School Systems In Ohio, Brian E. Brown
No Child Left Behind? A Socioeconomic Comparison Of Urban, Suburban And Rural School Systems In Ohio, Brian E. Brown
Theses, Dissertations and Capstones
The intention of this study is to show the causal relationship between poverty and the low achievement scores that are found in various Ohio schools that include urban, suburban, and rural systems. This research is an attempt to uncover the reasons that cause some school systems to fail as others thrive in Ohio. The study is also to determine if the various school systems of Ohio are in compliance with the No Child Left Behind Act (NCLBA).
The Disparate Americans: A Qualitative Analysis Of Appalachians, Character, And Character Education In Appalachia, Kevin A. Cline
The Disparate Americans: A Qualitative Analysis Of Appalachians, Character, And Character Education In Appalachia, Kevin A. Cline
Theses, Dissertations and Capstones
This thesis evaluates and critiques a federal research grant on character education initiatives in Appalachia. In order to do so, 1) This thesis addresses the evolution of the term “character” from Classical times to contemporary applications, while building toward the definitions, validity and current practices in character education and how it relates to Appalachians, 2) This thesis presents the challenges and upsides of developing character education curricula in Appalachia and how outside perceptions and stereotypes impact the people within, and 3) This thesis examines and interacts with original qualitative and quantitative data from the research grant.
The Relationship Between Teacher Efficacy And Reading Program Type In West Virginia Elementary Schools, Patricia Lee Harvey
The Relationship Between Teacher Efficacy And Reading Program Type In West Virginia Elementary Schools, Patricia Lee Harvey
Theses, Dissertations and Capstones
This study, based on Bandura’s social cognitive theory, explored the two dimensions of teacher efficacy among reading program types (Harcourt; Houghton Mifflin; MacMillan McGraw Hill; Pearson Scott Foresman; and, Other) and selected demographic factors (school enrollment size; student ethnicity; school district of urban, rural, and suburban; student socioeconomic status; teacher’s level of education; teacher’s years of experience; and, teacher certification of highly qualified or not-highly qualified). Utilizing Gibson and Dembo’s Teacher Efficacy Scale (TES) combined with an author-created selected demographic questionnaire, a sample of 364 elementary teachers participated representing a population of 6,204 elementary teachers of reading. A one-way ANOVA …