Education Commons^™

The Impact Of Expertise And After-School Program Dosage On At-Risk Student Achievement, Heather E. Orman

Graduate Theses, Dissertations, and Capstones

After-school programs (ASPs) aimed at improving at-risk student achievement abound and receive considerable funding. Research provides some evidence that ASPs can improve reading and math achievement for at-risk students, although rigorous evaluation of the programs and outcomes is minimal. Specifically absent from current ASP literature is examination of dosage, in the form of hours of program attendance, and its impact on at-risk student achievement. ASP research; research on learning and time; and expertise theory indicate dosage rates that are too low and too high will not impact student achievement.

This study investigates the impact of after-school program dosage and expertise …

A Collaborative Approach To Address Student Behavior And Academic Achievement Across Systems, Beverly Ngozi Okereke

Electronic Theses, Projects, and Dissertations

Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for …

The Influence Of An Extended School Day On Middle School English Language Arts And Mathematics Achievement In A New Jersey Suburban School District, Davida Lindsay-Harewood

Seton Hall University Dissertations and Theses (ETDs)

This study examined the influence of an extended school day, reported in instruction minutes, on academic achievement of general and special education middle school students in one public suburban New Jersey school district using English Language Arts and Mathematics data from the 2014 New Jersey Assessment of Skills and Knowledge (NJ ASK). The sample was selected using Propensity Score Matching, a statistical technique employed to reduce the influence of selection bias. The final sample consisted of 238 students in Grade 6, 238 in Grade 7, and 238 in Grade 8 in the New Jersey suburban, upper middle-income school district during …

The Influence Of Building Configuration On Academic Achievement, Attendance, And Demographic Variables In Selected Midwestern School Districts, Catherine A. Macarthur

Dissertations

This study examined the influence of building configuration on the academic achievement and attendance of students who were considered chronically absent. A longitudinal nonequivalent groups research design was used to test the study’s six hypotheses. Data were collected from over 10,000 students within 38 K-8 schools and 40 6-8 middle schools in 24 urban school districts. These districts belonged to the Middle Cities Education Association (MCEA) in a Midwestern state. Student achievement data were collected from this state’s Department of Education’s Center for Educational Performance and Information (CEPI) database that focused specifically on 6th (2009) and 8th-grade (2011) achievement and …

Effects Of Learner-To-Learner Interactions On Social Presence, Achievement And Satisfaction, Susan Elizabeth Allred Oyarzun

STEMPS Theses & Dissertations

The relationships between learner-to-learner interactions, achievement, social presence, and satisfaction in online learning have varying degrees of strength according to the research. More evidence is needed to identify clarify relationships among these variables and to identify best practices for designing learner-to-learner interactions to increase achievement, level of social presence, and learner satisfaction. This non-experimental, comparative study investigated the strategies used for learner-to-learner interactions effects on achievement, social presence, and satisfaction. Surveys measuring social presence and interaction quality were administered to instructors and students enrolled in 17 undergraduate asynchronous online courses. The surveys for instructors and students were the same, except …