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Teachers’ Attitudes Towards English Language Learners In Rural Schools Implementing Sheltered English And English As A Second Language Compared To Teachers’ Attitudes In Schools With No Clearly Defined Model Of Language Services, Mary R. Smith
Student Work
The need for accurate information about teachers' attitudes towards ELL student services in low incidence districts is essential. The purpose of this posttest-only comparative efficacy study was to determine elementary ( n = 28) and secondary teachers' (n = 28) reported attitudes on the Survey of Teachers in Rural, Low Incidence ELL School Districts (Reeves, 2006) about (a) general beliefs, (b) practices, (c) impact of inclusion, and (d) teacher supports towards English Language Learners in rural low incidence schools with a dual program model of Sheltered English and English as a Second Language compared to elementary ( n = 28) …
The Impact Of Teacher Assigned But Not Graded Compared To Teacher Assigned And Graded Chemistry Homework On The Formative And Summative Chemistry Assessment Scores Of 11th-Grade Students With Varying Chemistry Potential, Jennifer L. Wilson
Student Work
The study analyzed 2005 posttest data compared to 2008 posttest data to determine student end of school year academic achievement outcomes across three academic levels (above average, average, and below average chemistry potential) and two teacher homework evaluation methods (assigned but not graded and assigned and graded) on teacher prepared 11th-grade assessments, district prepared 11th-grade assessment, and district graduation requirement physical science strand 11th-grade science Essential Learner Outcome assessment. Overall, results indicated that students with above average (n = 16), average, (n = 17) and below average (n = 14) chemistry potential whom were given teacher assigned and graded chemistry …
The Effect Of Explicitly Differentiated Reading Instruction Groups On Eighth-Grade Students’ Achievement, Behavior, And Engagement In A School Seeking To Reestablish Adequate Yearly Progress Benchmarks, Sean P. Dunphy
Student Work
The purpose of this study was to determine the effect of explicitly differentiated reading instruction groups on eighth-grade students' achievement, behavior, and engagement in a school seeking to reestablish adequate yearly progress benchmarks. The results of this study supported student participation in explicitly differentiated reading instruction groups. Because students in High Reading Ability (n = 25), Middle Reading Ability (n = 25), and Low Reading Ability (n = 25) groups maintained average to above average achievement test scores on several measures with commensurate classroom grade performance, and appropriate behavior and engagement to support school success during eighth grade, the results …
Effect Of A Career, Academic, Personal And Social Growth High School Transition Program Option On 9th-Grade Students' Achievement, Behavior, And Engagement, Tiffanie A. Gauchat
Effect Of A Career, Academic, Personal And Social Growth High School Transition Program Option On 9th-Grade Students' Achievement, Behavior, And Engagement, Tiffanie A. Gauchat
Student Work
The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group ( n = 30) and the comparison academic/elective course option programs group (n = 30) maintained average to above average achievement test scores and course grades, appropriately low levels of absence and tardy frequencies, and athletic, co-curricular, and extra-curricular school engagement participation suggesting school success during 9th-grade. Faced with social and emotional changes associated with adolescence and increased academic demands to …
The Impact Of Previous Schooling Experiences On A Quaker High School’S Graduating Students’ College Entrance Exam Scores, Parents’ Expectations, And College Acceptance Outcomes, Debbie K. Galusha
Student Work
The purpose of the study is to determine the impact of previous private, public, home, or international schooling experiences on a Quaker high school's graduating students' college entrance composite exam scores, parents' expectations, and college attendance outcomes. The study's results suggest that regardless of previous private, public, home, and international schooling experiences the research Quaker school equally prepared graduating high school students for post-secondary first year college academic success. Parent expectations for the research Quaker school graduating high school students indicated congruent preference for Quaker values for parents whose youth had previous private, public, and home schooling experiences and this …