Education Commons^™

Effects Of Toyota Family Literacy Program On Reading Achievement Of Kindergarten, First, Second, And Third Grade Students By Gender And Grade Level, Regina Renae Stewman

Dissertations

For the last 15 years, federal legislation has required that public schools involve parents in their child‘s education. Yet, there has been no solid definition for parent involvement (also known as family literacy) and limited research on family literacy. This mixed study examined the influence of Toyota Family Literacy, which focuses on Hispanic immigrant families, on the literacy achievement of students in kindergarten through third grade, as well as parental efficacy in helping their child succeed in school, in three Northwest Arkansas Schools. The study examined student literacy achievement by gender and grade level using the Developmental Reading Assessment 2 …

Effects Of Single-Sex Classrooms Versus Coeducational Classrooms On Math And Literacy Achievement, Constance Matchell

Dissertations

This research project was designed to add to the limited available research concerning the effectiveness of single-sex education within a public elementary school setting. Following the first year of implementation of a single-sex classroom pilot program, the effects by gender of classroom grouping (single-sex education versus coeducation) on reading and math achievement were investigated for three consecutive grade levels from second grade through fourth grade.

This research project was designed to add to the limited available research concerning the effectiveness of single-sex education within a public elementary school setting. Following the first year of implementation of a single-sex classroom pilot …

Effects Of After-School Programs On Math And Literacy For Fourth And Sixth Grade Students, June Elliott

Dissertations

The general purpose of this quantitative study was to determine if participating in after-school programs affected students’ math and literacy achievement in four elementary schools and two middle schools located in a school district in central Arkansas. The study investigated this phenomenon as it related to gender at two different grade levels. The independent variables were participation in after-school programs (participated versus no participation) and gender (male versus female). The dependent variables were math and literacy achievement measured by the state’s Augmented Benchmark Examinations. A review of the literature identified the various aspects after-school programs including the need for such …