Education Commons^™

The Effect Of A Social-Emotional-Behavioral Framework On Middle School Student Achievement: A Causal-Comparative Study, Meredith Nicole Ford Jordan

Doctoral Dissertations and Projects

With heightened accountability requirements, schools are under pressure to produce academic results while addressing behavioral challenges. The implementation of social-emotional-behavioral frameworks has improved behavioral outcomes in students, but the impact on academic outcomes has yet to be answered. The purpose of this study was to demonstrate that the full implementation of a social-emotional-behavioral framework produces the desired academic outcome results and growth on state-standards achievement tests in students with disabilities at the middle school level. Ninety-two Virginia middle schools formed the sample population. Three settings implemented a three-tier framework for one-two (MSA) years, three-four years (MSB), and five years plus …

Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation Of The Role Of Early Numeracy Skills, Allyson J. Kiss, Gena Nelson, Theodore J. Christ

Early and Special Education Faculty Publications and Presentations

Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relationship between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Further, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and …

Perceived Teaching Style And Academic Growth In An International School Setting, Jamie Elizabeth Martin

Dissertations

The presence of international schools has grown significantly around the world to accommodate a growing need for academic instruction that differs from that provided in local schools and to meet the rapid demands of globalization. As demands for international schools increase, demands for student performance are also increasing.

This quantitative correlational study seeks to determine if correlations exist between teaching style and student academic growth in mathematics within an international school setting. The study also determines if a dominant teaching style exists and if correlations between teacher grade level and teaching style can be made among international teachers who teach …

Effects Of Movement On Student Achievement, Nicole Davidson

Master's Theses & Capstone Projects

This literature review explores the effect that movement has on the achievement of elementary aged students. The research provided through scholarly articles, journals, and books, explains why there is a need for movement activities in the classroom and how physical activity effects the engagement and success of children in a positive way. This literature review examines the constructive impact that movement plays on the brain activity of young children in their early developmental stages of life. Studies also provide research that examine how the overall health of children can benefited by the amount of movement that their body receives daily. …

Combining Different Motivation And Cognitive Supports In Undergraduate Biology In Different Contexts: Lessons Learned, Avi Kaplan, Jennifer G. Cromley, Tony Perez, Ting Dai, Kyle R. Mara, Michael Balsai

STEMPS Faculty Publications

Researchers acknowledge that students’ learning and achievement requires both effective cognition and the motivation to apply it. In addition, both cognition and motivation are multidimensional, each involving different processes that may be less or more salient in different contexts. However, most basic research and intervention studies focus on either cognition OR motivation, and commonly only target a single process. We designed an intervention to investigate the role of different combinations of cognitive and motivational supports in first-year undergraduate introductory biology courses. We sought an online delivery approach with minimal burden on the instructor that can accompany any such course. Building …