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Full-Text Articles in Education
Assessing Content Mastery: Using Quasi-Experimental Research To Study The Effect That Standards-Based Progress Reporting To Parents May Have On Student Achievement In Science At One Georgia Middle School, Matthew Scott Odell
Doctoral Dissertations and Projects
With the establishment of standards-based testing as the key assessment of student knowledge gains and with the increased accountability first brought by No Child Left Behind (NCLB) and now with the Every Student Succeeds Act (ESSA), the role of the teacher and the methods of assessment have continued to change. To reach the national goals established by NCLB and the state guidelines established to allow the states to guide education in the ESSA, the testing of students’ previous knowledge and the identification of their strengths has become important to show teachers how to meet their students’ needs. More empirical research …
Employing Text Messaging As An Instructional Tool: Effects On Academic Achievement And Sense Of Connectedness, Mary Sell
Doctoral Dissertations and Projects
This quasi-experimental, non-equivalent groups study investigated the effects of instructional text messages on the academic achievement and sense of connectedness of high school students enrolled in economics classes in north Georgia. Previous research on text messaging has shown that it (a) is the preferred method used by adolescents for communication, (b) increases student motivation to learn, (c) allows for ubiquitous learning, and (d) was found to be useful and acceptable by students. The Test of Economic Literacy, Fourth Edition was used to measure academic achievement, and the Classroom Community Scale was used to measure sense of connectedness. Results of the …
High Academic Achievement For Adolescents In Blended And Stepfamilies: A Heuristic Inquiry, Vernette Gilbreath
High Academic Achievement For Adolescents In Blended And Stepfamilies: A Heuristic Inquiry, Vernette Gilbreath
Doctoral Dissertations and Projects
The purpose of this heuristic study is to understand the lived experiences (i.e., values, attitudes, and practices) of 10 biological parents in blended and stepfamilies in which at least one child experienced high academic achievement at the middle school and high school level. Building on dynamic systems theory and educational resilience theory as theoretical underpinnings, this qualitative study seeks to answer the following central research question: What are the values, practices, and attitudes experienced by biological parents in blended and stepfamily units that contribute to high academic achievement for adolescents in these families? Participants living in the Southeastern area of …