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Full-Text Articles in Education
Prekindergarten And Kindergarten Teachers' Perceptions Of Demographic Determinants And Academic Success, Melanie Ellen Boyle
Prekindergarten And Kindergarten Teachers' Perceptions Of Demographic Determinants And Academic Success, Melanie Ellen Boyle
Dissertations
The purpose of this study was to examine kindergarten and prekindergarten teachers' perceptions of academic success for children based on the type of care children received prior to beginning kindergarten, as well as other demographics, which could cause variations in academic success. The researcher used a seven section multi-method survey instrument, which included teacher demographic questions, Likert-scale perception questions, and one open-ended question. Sections of inquiry included: Common Core, general academic risk factors for students, barriers to overall academic success, student demographics, and promotion of academic success for students. The survey instrument was distributed to prekindergarten and kindergarten teachers in …
A Meta-Analysis Of School Belonging And Academic Success And Persistence, Isabel Moallem
A Meta-Analysis Of School Belonging And Academic Success And Persistence, Isabel Moallem
Dissertations
According to the U.S. Department of Education (2012), 7.4 percent of 16- to 24-year-olds in this country were out of school without a GED in 2010. Numerous studies have found evidence that supports the relationship between school belonging and academic achievement and persistence. This dissertation statistically summarizes these studies to better understand this relationship. This study finds evidence to support the existence of a positive small-to-moderate relationship between school belonging and academic achievement. The operationalization of school belonging and the operationalization of academic achievement were found to be partial moderators. Gender and race/ethnicity were not found to be moderators. The …
Characteristics Of And Strategies Used By Principals Who Promote Academic Success In Title I Classified Schools, Kimberly Kay Cohen
Characteristics Of And Strategies Used By Principals Who Promote Academic Success In Title I Classified Schools, Kimberly Kay Cohen
Dissertations
This research is an attempt to explore the various strategies employed by the principals of Title I schools in order to foster an environment of student progress and achievement. Since the inception of the NCLB Act, pressures have been increasing on the schools, especially on Title I Schools, and on their principals to increase academic performance. The researcher selected four Title I Schools and used questionnaires for teachers and interviews for principals to explore the answer to the research questions. The research philosophy acknowledges both the mainstream approaches of positivism and interpretivism and follows a mixed methods approach. The sample …