Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Education (2)
- Education Policy (2)
- Educational Assessment, Evaluation, and Research (2)
- Public Affairs, Public Policy and Public Administration (2)
- Bilingual, Multilingual, and Multicultural Education (1)
-
- Educational Administration and Supervision (1)
- Elementary and Middle and Secondary Education Administration (1)
- Family, Life Course, and Society (1)
- Linguistics (1)
- Public Policy (1)
- Secondary Education and Teaching (1)
- Social Work (1)
- Sociology (1)
- Teacher Education and Professional Development (1)
Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
An Evaluation Of A Physical Activity-Based Residential Treatment Program, Eric Alan Mikkelsen
An Evaluation Of A Physical Activity-Based Residential Treatment Program, Eric Alan Mikkelsen
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
This study evaluated a physical activity-based residential treatment program. It explored the current literature on adolescent treatment implementing physical exercise with parental participation, specifically at residential treatment centers. While the current literature strongly supports physical exercise and family involvement in adolescent treatment, research on combining physical exercise with family involvement is insufficient at best.
The data were obtained from Telos Residential Treatment Center, an all-boys treatment program that incorporates a triathlon into their treatment curriculum and keeps pre- and posttest scores of the Youth Outcome Questionnaire for their students as well as completed questionnaires from students' parents. Research questions addressed …
Developing A Curriculum Evaluation Model For The English Language Center At Brigham Young University, Rie Teraoka
Developing A Curriculum Evaluation Model For The English Language Center At Brigham Young University, Rie Teraoka
Theses and Dissertations
Evaluation is an important process in any language program curriculum to determine whether the program is meeting the needs of students, teachers and others who are involved in the program. The English Language Center (ELC) at Brigham Young University (BYU) is a unique institution that functions as 1) a language school for students from different backgrounds and with various purposes of learning English and 2) as a lab school for undergraduate and graduate students studying TESOL at BYU to have practical teaching experiences. Because of these two purposes, there are constant changes to the curriculum at the ELC. Evaluation is …
The Impact Of The Mckinney-Vento Program On The End-Of-Grade Test Scores Of Homeless Grade 6 Students, George Hendricks
The Impact Of The Mckinney-Vento Program On The End-Of-Grade Test Scores Of Homeless Grade 6 Students, George Hendricks
Walden Dissertations and Doctoral Studies
Congressional concern about homeless students resulted in the McKinney-Vento Act (MCKV) in 2001, which provides funds to local educational agencies (LEAs). MCKV is almost a decade old, yet no evaluations of its academic effectiveness have been reported. Using a systems theory framework, this study answered research questions (RQs) involving whether normally housed students in Grade 6 scored higher than homeless students in Grade 6 in reading (RQ 1) and math (RQ 2) on end-of-grade (EOG) test scores and whether homeless students in Grade 6 from LEAs that received MCKV funding scored better in reading (RQ 3) and math (RQ 4) …
Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest
Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest
Walden Dissertations and Doctoral Studies
There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected through …