Education Commons^™

Leadership In The Classroom: Closing The Achievement Gap Through Motivation, Janis Estrella

Honors College Theses

Implementing motivation strategies in elementary urban public schools can be challenging because of contextual factors such as socioeconomic status, race/ethnicity, culture, physical and emotional health, and prior learning experiences. This thesis focuses on 1) how urban public school teachers can effectively motivate their students in spite of these factors, and 2)whether their motivation efforts really influence students' desire to achieve. Interview protocols and a survey instrument will be probed, and data will be collected from New York City public school teachers and from their general education elementary school students. The results of the study can be used to customize motivational …

The Effects Of Early Intervention And Parent Training On Vocabulary Development For The At-Risk Preschool Child, Sallie Averitt Miller, Sally Sinclair, Catherine Kostolnick

Perspectives In Learning

This interdisciplinary team research documents that when specific skills are taught systematically at home and at school, the low-high SES achievement gap shrinks. It provides a “close-up look” at the effects of early intervention and parent training on vocabulary development for the child, which resulted in an intergenerational achievement. The quintessential research goal is to make certain that parents are well equipped to develop their child’s vocabulary; using conversation, literature, environmental print, and a focus on selected proven strategies; that is, concept development, daily and repeated readings, and vocabulary games and activities.

Wealth And Achievement Gaps: An Examination Of Virginia Middle Schools, Paulette Natasha Richmond

Theses and Dissertations in Urban Studies

Achievement gaps, the focus of this research, result from unequal achievement and the variance in achievement existing between different segments of the student population, for example, the difference in achievement between minority students and non-minority students. The No Child Left Behind Act of 2001 and AYP (Adequate Yearly Progress) focus on achievement gaps despite contradictory expressions about the efficacy of the act. The No Child Left Behind Act has created discussion and awareness of race, SES (economically advantaged and disadvantaged) and academic achievement.

There are conflicting beliefs about the impact of resources, funding and wealth on student achievement. This study …