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Brown, Boyd A. "Student achievement and school resources twelve school case studies in Wyoming /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1597602431&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Tang, Sai-cheong. "Family factors and student achievement : case studies in 3 Hong Kong secondary schools /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135932.
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Newton-Curtis, Linda Mary. "The Peer Network as a Context for the Socialization of Academic Engagement." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2652.
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The school environment is one of the primary contexts for children's social, emotional and cognitive development. While teachers are likely to be primarily focused on students' motivation and learning, for adolescents, one of the most enjoyable and important aspects of school life is likely to be centered around the time spent interacting with peers. It is well recognized that peers socialize one another but although many studies have examined the influence of peers on adolescents' risky behaviors far fewer have focused on the influence peers may have on individuals' positive behaviors. As a result this study focuses on academic development replicating previous research designed to examine whether peer group affiliation has an effect on student academic engagement.
A cohort of 343 seventh grade students, primarily Caucasian, 52% male, was followed for a period of one school year. Teachers reported on students' academic engagement in the fall and again in spring using a 14-item scale (Wellborn, 1991), and students reported on their teachers' and parents' involvement in fall using 8- and 4-item scales respectively. Student grades were collected from school administrative records.
To identify individual student's network affiliations socio-cognitive mapping procedures were used (Cairns, Perrin & Cairns, 1985), and then peer group profiles of engagement were calculated based on the average rating of engagement across each individual's affiliates. During the academic year peer group membership turnover was 49%, despite this, the quality of peer group profiles of engagement remained similar from fall to spring. Groups also tended to be and remain motivationally homogenous across the year. In general, girls' networks tended to be more highly engaged than boys' and networks that were more highly engaged tended to be more stable across the year.
Structural equation modeling was used for the major analyses to assess whether peer group academic motivation in the fall could predict individual motivation in the spring. The results indicated that while controlling for individuals' earlier engagement, as well as for processes of group selection and parent and teacher influences, the quality of individuals' peer group engagement in the fall was significantly predictive of students' later engagement in the spring. It should be noted that within the major models academic performance was also strongly related to later engagement. While this study provides further evidence to underscore the importance of the peer group in the socialization of students' academic motivation, particularly when one considers the snowballing effects in motivation this influence may have across a student's entire academic career, it also illustrates the important role performance may play in academic motivation for young adolescents.
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Rutherford, Janis Pruitt. "Academic Achievement: Examining the Impact of Community Type at a Small Liberal Arts College in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279165/.
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Hierarchical regression was used to determine if high school community type is an effective predictor of academic success when controlling for demographics, prior academic achievement, socioeconomic status, and current commitment or work habits for students entering Austin College in 1992,1993, and 1994 . Findings revealed that there is a relationship between attending high school in community types of rural and independent town controlling for the effects of SAT scores, high school rank, sex, and late application deposit on first semester grade point average.
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Tang, Sai-cheong, and 鄧世昌. "Family factors and student achievement: case studies in 3 Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960431.
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To, Kwong Wai-yin Ella, and 杜鄺蕙賢. "Some factors affecting student achievement in a government secondary school: implications for schooladministration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955733.
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Johnson, Price McCloud. "The Role of Network Position for Peer Influences on Adolescents' Academic Engagement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1636.
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Academic engagement has been found to significantly predict students' future achievement. Among adolescents, the peer context becomes an increasingly important point of socialization and influence on beliefs and behavior, including academic engagement. Previous research suggests that those peers with whom an adolescent spends much of their time significantly predict change in engagement over time (Kindermann, 2007). Bronfenbrenner's ecological systems theory (Bronfenbrenner & Morris, 1998) postulates that exosystem effects (those influencing factors that are not directly connected to individuals) play an important role in development, and social network theorists have suggested that the position one occupies within the greater network is a key factor that determines one's power of influence (Borgatti, 2005). An individual's own position in a network emerges from his or her own connections, as well as from the structures formed by the connections of his or her affiliates (the exosystem). Utilizing an existing dataset, social networks analysis techniques were used to examine how three different forms of centrality (degree, closeness and eigenvector), which are markers for micro- and exo-system effects, relate to classroom engagement and its change over time. Results showed that although centrality in a network is positively related to academic characteristics at one point in time, students who have large numbers of immediate connections (degree centrality) tend to decrease in engagement over time. In contrast, eigenvector centrality showed a positive interaction with peer group influence on change in engagement over time. For those students who had highly interconnected peers the positive effect of peer group engagement was increased.
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Tang, Choi-ping, and 鄧彩萍. "Family factors affecting immigrant student language achievement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960418.
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Nguyen, Sang Ngoc. "The role of cultural factors affecting the academic achievement of Vietnamese/refugee students: A case study." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282908.
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This dissertation reports the findings of a case study on the role of cultural factors affecting the academic achievement of Vietnamese immigrant students. The study involves six adolescents from three recent Vietnamese immigrant families: the students' school performance is mixed, some do well in school, others do not do as well. The study focuses on how cultural values or factors, especially a strong and unrelenting Vietnamese emphasis on education, combine with opportunities and restrictions in the local environment, the context of reception, to affect the students' achievement. The findings indicate that the Vietnamese immigrant success is not dependent on the parents' human capital, their socioeconomic standing, or their level of education in Vietnam, the usual predictors of school achievement. Instead, the main factors are the clear and unambiguous influence of family life and basic cultural values emphasizing school achievement, although these factors always interact with particular family and community conditions. Educators need to recognize the potential of the family and culture in promoting and producing educational achievement in Vietnamese children.
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Wu, Si-cheong Gilbert, and 胡仕昌. "The environmental background, learning attitude and academic performance of Hakka and Hoklo students in an N.T. Secondary School inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627723.
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Cheung, Ching-po, and 張淸波. "Reader self-perception and academic reading achievement of the junior form students of a local secondary school: implications for a reading program." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B44569907.
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He, Yunfeng, and 何云峰. "The roles of thinking styles in learning and achievement among Chineseuniversity students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35762858.
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Matope, Jasmine. "Youth discourses of achievement at a school in Cape Town." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20271.
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Thesis (MEd) -- Stellenbosch University, 2012.ENGLISH ABSTRACT: This study explored the views of thirteen youth at Victoria High School about what they regarded as achievement and how this influenced their lives and what they thought about their futures. The starting premise of the study was that all learners think about achievement. The goal of the study was thus to show how different learners connect this understanding of achievement with their respective aspirations and the kinds of social and schooling worlds they inhabit. The key contribution of the study is the ways it links the social, cultural, and economic worlds of each of the thirteen learners to what they say about what they do and what they want to do, who they are and who they want to be, and what they think they do and what they think they want to do. The study shows that the life-worlds of each of the learners are significantly different yet the ways they go about making sense of that world are fairly similar. In that regard it is shown that the school, and what learners, parents and educators think it is and does, plays a crucial role in the sense-making process. As Berkhout (2008) notes, the different contexts that shape the lives of individuals are not simply external forces but rather are integral parts of their identity-making process. The study used the work of Pierre Bourdieu and Arjun Appadurai to bring together a framework by which to understand what learners said about their worlds and their aspirations, as well to develop a narrative that showed the rich and complex ways in which learners engaged with their realities. The study followed an interpretive qualitative approach to explore the issue of achievement and based its arguments on interviews conducted with thirteen youth between the ages of fifteen and seventeen years old. In this regard, a key finding was that learners approached the notion of achievement in developmental, cumulative, and progressive ways. These views included wanting to be popular, gaining new knowledge, preparing for future material acquisition, developing skills to lead decent lives, acquiring happiness, developing the ability to overcome their challenges and circumstances, and gaining skills and recognition that set up their futures. Five staff members at Victoria High school were also interviewed for their views of the schooling context and the kinds of cultures and legacies that framed their practice.
AFRIKAANSE OPSOMMING: Die tesis is gefokus op die denke van dertien studente van Victoria Hoërskool aangaande die nosie van prestasie, en hoe hierdie denke hul lewens beïnvloed sowel as wat hulle dink van hul toekoms. Die vertrekpunt van die verbande studie was dat alle leerders oor prestasie dink. Die doel van die tesis (daaruitvoortspruitend) was dus om aan te toon hoe verskillende leerders ʼn verband aanlê tussen hul beskouing van prestasie, hul aspirasies en die maatskaplike- en skoolwêrelde wat hul beleef. Die kern bydrae van die tesis is die verbande wat gemaak is in die verbande studie tussen die sosiale, kulturele en ekonomiese wêrelde van elkeen van die dertien leerders ten opsigte van hul beskouing aangaande wat hulle doen en wil doen, wat hulle is en wil wees, en wat hulle dink hulle doen en wil doen. Die tesis toon aan dat die leefwêreld van elk van die leerders merkbaar verskillend is, maar dat die wyse waarop hulle betekenis gee aan hul leefwêreld tog redelik ooreenstem. In hierdie verband is dit getoon dat die skool, en wat leerders, ouers en onderwysers daaromtrent dink, ʼn kardinale rol speel in hul betekenisvormingsproses. Berkhout (2008) voer in hierdie verband aan dat die verskillende kontekste wat die lewens van individue vorm nie slegs eksterne magte is nie, maar eerder integrale dele van hul identiteitsvormings proses is. Die studie maak gebruik van die werk van Pierre Bourdieu en Arjun Appadurai om ʼn raamwerk te ontwikkel om leerders se beskouinge van hul wêrelde en aspirasies te verstaan, sowel as om ‘n narratief te ontwikkel wat die ryk en komplekse wyses waarop leerders met hul realiteite omgaan, aan te toon. Die tesis, en verbande studie, het ʼn interpretatiewe, kwalitatiewe benadering gevolg om die idee van prestasie te verken en het die tesis argumente baser op onderhoude met dertien leerders tussen vyftien tot sewentienjaar oud. ʼn Kernbevinding in hierdie verband was dat leerders die idée van prestasie op ontwikkelings-, kumulatiewe- en progressiewe wyses benader. Beskouinge van leerders in die verband sluit onder andere in, die behoefte om populêr te wees, die verkryging van nuwe kennis, voorbereiding om materiële goedere in die toekoms te bekom, die ontwikkeling van vaardighede noodsaaklik vir ʼn ordentlike lewe, die strewe na geluk, die ontwikkeling van die vermoë om hul uitdagings en omstandighede te oorkom, en die ontwikkeling vaardighede en erkenning noodsaaklik vir hul toekoms. Onderhoude is ook gevoer met vyf personeellede van Victoria hoërskool om hul beskouinge ten opsigte van die skoolkonteks en die soort kulture en erfenisse wat hul praktyk informeer te bepaal.
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Liu, Suet-chun Janny, and 廖雪珍. "Socioeconomic status (SES) and academic achievement of children with learning difficulties (CWLD): a case study ofa skills opportunity school (SOS) in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B30433186.
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Wright, James Scott. "Academic Lineage and Student Performance in Medical School." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2206/.
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This research investigated the association between academic lineage and student performance in medical school. The purposes of the study were to: (1) determine whether the Carnegie classifications of medical school applicants' institutions of origin are associated with academic performance in medical school; (2) consider the relationship between the admission selectivity of the schools of origin and the academic performance of medical school students; (3) compare the performance of medical students from institutions under public governing control with students from privately controlled institutions; and (4) establish a model by which the relative academic strengths of applicants from a variety of undergraduate institutions can be understood more clearly based on the previous performance of medical students from schools with similar institutional characteristics. A review of the literature on medical school admissions was completed and used to develop this research. Medical students from the University of Texas Southwestern Medical Center at Dallas who enrolled between the years 1990 and 1994 and graduated or were dismissed between the years 1994 and 1998 were selected as the sample for the study (n=933). The undergraduate institution of origin for each student was coded based on its Carnegie classification, admissions selectivity group, and whether its governing control was public or private. Because the sample was not randomly selected and the data likely would not meet the assumptions of equal means and variance with the population, nonparametric analyses of variance and multiple comparison tests were completed to compare the groups of the independent variables over each dependent variable. The analyses revealed that for the sample of medical students selected for this study there was an association between academic lineage and student performance in medical school. Differences were found among Carnegie classifications on the dependent variables of cumulative medical school grade point average, class rank, failure rate, and score on Step 1 of the United States Medical Licensure Examination. Further, it was found that admission selectivity was also associated with student performance in medical school for each dependent variable except failure rate. Finally, the study results indicated no association between public or private governing control and student performance in medical school.
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Reed, Linda E. "Determining the Relationship Between Motivation and Academic Outcomes Among Students in the Health Professions." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3624/.
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Admissions processes for health professions programs result in students entering these programs academically homogeneous. Yet some students have great difficulty with the programs. Research has shown a limited ability of traditional academic indicators to predict successful outcomes for health professions education. The purpose of this study was to examine the relationship between learning motivation and academic outcomes for students in health professions programs. The Modified Archer Health Professions Motivation Scale (MAHPMS) and a demographic survey were administered at orientation to 131 medical and 29 physician assistant students at the University of North Texas Health Science Center in the fall of 2005. At the end of the semester, the same version of the MAHPMS was administered, and final course grades and semester averages were collected. Descriptive statistics were analyzed for all the study variables. Analysis of variance was utilized to examine within subjects and between subjects differences for the learning motivation scores among programs and demographic categories. Linear regression analyses were used to determine the relationship between learning motivation scores and end-of-semester grades. And finally, logistic regression was performed to explore the ability of the motivation scores to predict academically high-risk students. Approximately three-fourths of the students indicated a preference for mastery learning and an internal locus of control. For the PA students, alienation to learning and performance goal scores statistically related to semester grades, and alienation to learning scores predicted high-risk academic performance almost 90% of the time. For the medical students, mastery goal scores statistically related to semester grades, but no motivation score predicted high-risk performance. External locus of control scores predicted high-risk performance 81% of the time for the total group of students at the end of the semester. Students in this study exhibited learning motivation preferences similar to those of other health professions students reported in the literature. The findings of this study agreed with the literature on achievement motivation theory and raised questions regarding the effect of health professions curricula on student learning goals. Similar studies, measuring larger samples longitudinally need to be conducted in order to further validate or elucidate the results of this study.
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Li, To-hung, and 李桃紅. "Relationship between social support, self-concept and academic attainment of students in a Cheung Chau secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961137.
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Stone, Brett Allyn. "The Effect of Physical Activity on Youths’ Cognitive, Academic, and Behavioral Outcomes: A Meta-Analysis of Single Case Design Studies." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6403.
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A third of youth in the United States are currently classified as overweight, which is impacted by the low rates of youth that meet daily physical activity recommendations. Engaging in physical activity contributes to healthy body weight and physical fitness, both of which have positive health consequences. Participating in physical activity not only aids in positive health outcomes, but research indicates that it also has a positive relationship with and effect on youths’ cognitive, academic, and behavioral outcomes. The majority of researchers conducting meta-analyses examining the effect of physical activity on youths’ cognitive, academic, and behavioral outcomes have excluded single-case design research from the data analyses. Excluding these types of designs from syntheses of the research may create an inaccurate account of the effect of physical activity on youths’ cognitive, academic, and behavioral outcomes. The current study addressed these issues by conducting a meta-analysis of single-case design studies over approximately the past 50 years to add to the current understanding of the effect of physical activity on youths’ cognitive, academic, and behavioral outcomes. Additionally, moderator analyses were conducted on numerous participant, intervention, and study characteristics that were deemed important, as indicated in the literature review. The effect size of physical activity on youths’ academic and behavioral outcomes was determined by utilizing hierarchical linear modeling of the included 81 time series from 15 single-case design studies. There were not enough data to calculate the effect size on youths’ cognitive outcomes. Significant effect sizes were found that indicate physical activity has an effect on increasing youths’ desirable behaviors (e.g.on task behavior and social skills) and decreasing youths’ undesirable behaviors (e.g. self stimulation, self-injurious behaviors, and off task behavior; ES = 1.83), as well as, increasing work completion, (ES = 2.01). No moderating effects were found other than the type of single case design moderated the effect on youths’ behavioral outcomes. The current study is important for decision makers in schools when deciding whether to increase or decrease particular students’ time spent in physical activity. Additionally, the results of the study are pertinent to other practitioners who work with youth, parents, and for youth themselves so that they can utilize physical activity interventions to help with appropriate behaviors and work completion.
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Sin, Kuen-fung, and 冼權鋒. "Self-concept amongst high and low achievers in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627097.
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Wynn, Adrienne L. "The Conscientization of Silent Voices| An Interpretive Case Study Exploring the Experiences of Assimilation and Acculturation on American-Raised, First Generation and Second Generation Ethiopian Women Academic Achievement, Self-Identity Development and Perception of Beauty." Thesis, The University of North Carolina at Charlotte, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749863.
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Acculturation for Ethiopians in America systemically require adaptation to the dominant culture. Prior research findings illustrate that acculturation mechanically progress towards assimilation, an absorption of a foreign culture’s psychological, sociological, and cultural characteristics. In this sense, this case study explores the impact of assimilation and acculturation on Ethiopian women academic achievement, self-identity development and perception of beauty in America. American systems promote the dominant structure ideologies through oppressive symbols, themes, and cultural dissonance of Blacks. However, the construct of race contributes to the discourse that affect Ethiopians in America by categorizing the group with Blacks based on skin color. Therefore, cultural exclusion legitimizes Ethiopians navigation of American structural practices based on issues of colorism that lends to a silencing of Ethiopian voices. Critical-race-feminism provides the framework and lens to critically analyze the underlying issue of race, and impact of assimilation and acculturation. Critical pedagogy supports the synthesis of Ethiopian women academic achievement. Congruently, case study interviews provide qualitative data to evaluate the life experiences of Ethiopian women, and ascertain information to investigate participants’ academic and social experiences navigating American culture. The following six themes emerged from the narrative data: (1) Family Centered Social Structure, (2) Maintaining Ethiopian Traditions/Customs in America Matters, (3) Struggle of Independence as a Woman vs. Family-Interdependence as a Woman, (4) Identifying as Ethiopian and Black vs. African-American, (5) School Impacts Culture When Isolated, and (6) Afrocentrism Standard of Beauty. Findings suggest Ethiopians in America have formulated structural supports inter-ethnically to safeguard culture, Ethiopians, and Afrocentric views. Findings further illustrate that Ethiopian culture promotes strong identity development, lending to increased academic achievement and the application of Afrocentricism towards constructs of beauty. The study concludes with recommendations for policy makers, educators, and community activist for future support and research on Ethiopians in America.
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Taylor, LaBotta. "A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699960/.
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African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist during the transformation of urban elementary schools. Limited research is available on academic success in urban schools. Over the years, much of the focus has been on failure of underperforming schools with minority students and leaders. Additionally, there is a lack of research on the leadership of African American female school leaders. Thus, it is important to study successful African American female role models in urban schools. The purpose of this study was to examine transformational leadership skills evident in African American female principals at high-achieving, urban elementary schools. What are the transformational leadership skills evident in two African American female principals who work in high-achieving urban elementary schools? It was assumed that African American female principals applied some or all of the skills of transformational leadership when leading in two different urban elementary school settings. Successful transformational leadership can be categorized under the following four components 1) charismatic leadership (or idealized influence, CL or II), 2) inspirational motivation (IM), 3) intellectual stimulation (IS), and 4) individualized consideration (IC) (Avolio, Bass, & Jung, 1997). Results showed that African American female elementary school leaders displayed all tenets of the transformational leadership theory while leading high achieving campuses. However, the transformational leadership theoy was missing a cultural component from its doctrine.
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Reyes, Alberta M. "Alternative Interventions Used to Help Mexican-American Students Improve Academic Achievement in Grades 9 - 12." NSUWorks, 2012. http://nsuworks.nova.edu/shss_dcar_etd/11.
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The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy.
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Huang, John, and 黃約翰. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kongfifth form students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955770.
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Boazman, Janette Kay. "Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31526/.
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As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers. Framed by Sayler's theoretical model of giftedness and thriving, this study examined psychological constructs (i.e. general self-efficacy, theories of intelligence, hope, gratitude, religiosity, disposition, and resiliency) to determine their mediating effect on personal well-being and academic success in gifted college students. The 213 subjects for this study included gifted college students from two distinct programs at the University of North Texas. One hundred twenty-two participants were students from the Texas Academy of Mathematics and Science (TAMS). TAMS is an early-college entrance program allowing gifted students to enter college after their sophomore year of high school. Ninety-one participants attended the UNT Honors College. Honors College students are gifted students who enter college after high school graduation. Latent transition, latent class, general linear model repeated measures, and regression analyses were used in the examination of the data. Results of the study revealed that positive disposition and hope-agency were significantly related to the development of personal well-being for gifted students during their first year of college. The ability to identify pathways to goals and the self-theory of intelligence as a fixed trait were significantly related to academic success during the first year at college. Knowledge of psychological constructs that are facilitative of the positive personal well-being and academic achievement helps parents, teachers, administrators, and counselors prepare gifted students for success in college.
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Leung, Yuk-ling, and 梁玉玲. "Family effects on educational achievement of immigrant pupils: a case study in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960340.
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Reyes, Czarina S. "Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9044/.
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There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra resulted in a higher proportion of students successfully completing the course. In addition, success rates among ethnicities, gender, and age groups were also examined. The population sample for this study was 231 students enrolled in college algebra from fall 2004 through fall 2007. Data was analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. Success was defined as earning a grade of A, B, or C in the course. The study found that overall there was no significant difference in success rates for the 8-week and 16-week college algebra courses. However, significant differences were found in success rates among Asian, Pacific Islander students enrolled in the 8-week and 16-week courses. No significant differences in success rates were found for White, Non-Hispanic; African-American, and Hispanic, Mexican American students. There was a significant difference in the number of A's, B's, C's, D's and F's among White, Non-Hispanic students, but there was no difference in A's, B's, C's, D's or F's for African-American; Hispanic, Mexican American and Asian, Pacific Islander. When considering success rates among genders, no difference was found in success rates for males or females who were enrolled in the 8-week and 16-week college algebra courses. There were a significant greater number of students in the age group (23-30) who were successful in the 16-week college algebra course than in the 8-week college algebra course. However, no differences in success rates were found in the age groups (18-22) and (31-40).
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Pitzer, Jennifer Rose. "Re-Engagement as a Process of Everyday Resilience." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/134.
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Grounded in previous research on academic engagement and resilience, this study presents a clear conceptualization of re-engagement, defined as students' ability to bounce back from everyday academic challenges and setbacks, as a process of everyday resilience in school, and examines how teacher support can promote it. Data from 1018 third through sixth grade students and their 53 teachers were used to examine the extent to which teacher autonomy support and involvement (individually and in combination) predicted changes from fall to spring of the same school year in students' re-engagement (behavioral and emotional). Overall, correlational results provided consistent support for study hypotheses. In terms of unique effects, teacher autonomy support (both student- and teacher-reported) was a unique predictor of both behavioral and emotional re-engagement, whereas involvement (both student- and teacher-reported) was a unique predictor for behavioral but not emotional re-engagement. In terms of predicting change over the school year, student perceptions of autonomy support predicted changes in both behavioral and emotional re-engagement, but teacher-reports predicted changes only in behavioral re-engagement; teacher-reported involvement showed the same pattern of effects. When both involvement and autonomy support (student-reported) were used as predictors of changes in re-engagement, both made unique contributions, although teacher-reports did not, due to multi-collinearity. Students' perceptions of teacher support were more closely related to their re-engagement than was teacher-reported support, and those perceptions acted as mediators between the teacher-reported support and students' re-engagement, partially mediating the relationship between teacher-reported support and students' behavioral re-engagement, and fully mediating the relationship between teacher-reported autonomy support and emotional re-engagement. The relationships between teacher support and student re-engagement played out similarly for students at all grades and both genders, with the exception that student perceptions of teacher autonomy support were more important predictors of behavioral re-engagement for boys than for girls. This study has implications for the conceptualization of re-engagement within a larger motivational model, for the importance of considering both teachers' and students' perspectives when studying teacher-student interactions, and for next steps in conceptualizing the construct of re-engagement as potentially encompassing separate behavioral and emotional components.
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Lam, Pui-yin Nora, and 林佩賢. "The usefulness of thinking styles in reflecting how individuals think and explaining school performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3196171X.
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Subjinski, Amanda. "A Case Study of an Urban Charter School’s Journey of School Improvement: Organizational Theory, Institutional Learning and School Reform." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801878/.
Full textAbstract:
The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was to discover how an inner city charter school with a high percentage of at-risk students increased overall student achievement and attained acceptable performance status when faced simultaneously with administrative challenges and increases in state and federal standards. The participants for the single-case study included the school district’s superintendent, the high school principal, the dean of students, four faculty of the district, and one outside consultant appointed to work with the district by the state of Texas. The sampling for this study allowed for the opportunity to study in greater depth the choice of reform strategies and organizational structure designed to result in increased student achievement and student success over the course of two years. Since this was a single-case study of one charter school district, participants were referenced by the role in which they served. All district, campus, and participant names remained anonymous. The results showed the increased student achievement was made possible by several reform strategies and best practices. The primary reform strategies and best practices that had the greatest impact were consistent campus leadership and parent and community involvement with the campus. Mission and focus were secondary strategies that contributed to increasing teacher effectiveness and student achievement. All of the interviewees stated their work was “all about the kids” to support the theme of the common mission and focus the campus and district.
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Werth, Arman Karl. "Grouped to Achieve: Are There Benefits to Assigning Students to Heterogeneous Cooperative Learning Groups Based on Pre-Test Scores?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1412.
Full textAbstract:
Cooperative learning has been one of the most widely used instructional practices around the world since the early 1980's. Small learning groups have been in existence since the beginning of the human race. These groups have grown in their variance and complexity overtime. Classrooms are getting more diverse every year and instructors need a way to take advantage of this diversity to improve learning. The purpose of this study was to see if heterogeneous cooperative learning groups based on student achievement can be used as a differentiated instructional strategy to increase students' ability to demonstrate knowledge of science concepts and ability to do engineering design. This study includes two different groups made up of two different middle school science classrooms of 25-30 students. These students were given an engineering design problem to solve within cooperative learning groups. One class was put into heterogeneous cooperative learning groups based on student's pre-test scores. The other class was grouped based on random assignment. The study measured the difference between each class's pre-post gains, student's responses to a group interaction form and interview questions addressing their perceptions of the makeup of their groups. The findings of the study were that there was no significant difference between learning gains for the treatment and comparison groups. There was a significant difference between the treatment and comparison groups in student perceptions of their group's ability to stay on task and manage their time efficiently. Both the comparison and treatment groups had a positive perception of the composition of their cooperative learning groups.
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Jones, Gretchen M. "The evaluation of Project SCORE: A life skills program for an inner city high school." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5158/.
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Project SCORE: Life Skills for Future Success, is a structured, 20-lesson curriculum, designed to help students develop academic and life skills, as well as self-responsibility, commitment, optimism, respect, and excellence. The curriculum was presented during 36, 90-minute class periods over the fall semester of the students' freshmen year. The purpose of this study was to determine the effectiveness of Project SCORE at improving grades, learning strategies, self esteem and coping skills with freshmen students at an inner-city high school. In order to evaluate the program, students completed paper-pencil surveys at the beginning and end of the semester in which they were enrolled in the Project SCORE class. In addition, teachers completed evaluations on their perceptions of each student's peer relationships, classroom behavior, mood, and activity level. All teachers and students involved in the course were asked to complete an evaluation to determine their level of satisfaction with the course and areas in need of improvement. Lastly, information pertaining to grades, discipline and standardized test scores were used to determine the impact of SCORE. Participants were 333 9th grade students at a large 4A high school in Texas. Findings suggest that SCORE had a positive effect on coping resources, study skills and grades during the semester students were enrolled in the course. Specifically, students reported significantly higher levels of school self concept and improved coping resources at the end of the semester long course. Lastly, students and teachers believed SCORE to be helpful in easing the transition into high school and at teaching the various life and study skills.
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Onn, Alexius Cheang Weng. "Predictors and criteria of success in the master's of Science Industrial/Organizational program: A case study." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2112.
Full textAbstract:
The purpose of this research is to find additional predictor variables specifically with regard to graduate student success in the Master of Science (M.S.) Industrial/Organizational Psychology program.
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Casey, Cheryl. "Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology Classroom." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4437.
Full textAbstract:
In 2015 the U.S. continues to struggle with academic achievement in public schools. Average test scores from 15 year olds taking the Program for International Student Assessment placed the U.S. as 38th out of 71 countries (Drew Devlin, 2017). It is common to discuss elimination of the achievement gap as the single most effective way to improve the U.S.'s mediocre standing among the highest scoring countries in the world in primary and secondary student test scores (McGhee,2004; Flemming 2012). In the broadest sense of the term the "achievement gap" refers to the difference in academic success between different groups of students. It is often used to describe the lower performance of underprivileged student populations (National Education Association, 2004). Attempts to understand why this GAP exists and how educators may narrow such GAPs, researchers have identified both large class size and lack of personalized instruction as two conditions that commonly accompany lower academic achieving student populations (Lee and Buxton, 2008).
Although there is a wealth of literature attempting to assess the effect of class size, few studies have defined small and large class sizes. In her research, Sarah Leahy (2006) defines a small class as one containing between 13 and 17 students and a regular class as one containing between 22 and 25. For the purposes of this research, a large classroom is defined as one with over 25 students.
In theory, computer-based instruction (CBI) offers great potential to expand on the concept of personalized instruction. However, there is very little research available that describes how this tool can be used to effectively enhance the classroom learning process. This study examines the impact of providing computer-based instruction (CBI) or teacher-led instruction on students of various achievement levels enrolled in a traditional, high school biology classroom. The high school in which this research as conducted is a Title One (low income) identified school. 111 from four sections of freshman high school biology, were randomly divided into two learning groups per section. Both groups in each section were taught one 50-minute lesson on cellular biology. One group received the lesson from CBI while the other group from teacher-led instruction. The impact on learning was measured by the change in pre- and post-test scores. All students in each section received the same lesson content which was provided in the same classroom concurrently. Data from 82 students that returned signed parental consent forms and took the pre-test on day one, the lesson on day two, and the post-test on day three, were analyzed in this study.
Results: The twenty students ranked as high academic achievers scored the highest correct answers on pre- and post-tests (mean 7.1 and 9.4 respectively). Improvement in test scores, measured as mean number of additional correct answers on the post-test, for the high achievers was equal whether they received CBI or teacher-led instruction (+1.72 and +1.75 respectively). Twenty-seven middle ranked academic achieving students also showed a statistically equal degree of improvement from each instructional platform. However, middle students that scored the highest pre-test scores also produced the highest improvement from CBI. The thirty-five low academic achieving students produced the highest improvement in test scores overall from teacher-led instruction and produced a mean negative change in post-test scores from CBI (mean +2.13 and -.68 respectively). Findings from this study suggest that in a classroom setting, higher academic achieving students will learn equally well from CBI or from a teacher while lower achievers benefit more from small group, teacher-led instruction.
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Ricker, Kevin Jon. "Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4508.
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This qualitative study examined how school leaders work within the structure of individual district collective bargaining agreements to improve student achievement. The study examines real or perceived barriers to improving student achievement within educational organizations from the perspective of the principals and teacher-leaders.
This study included two qualitative instruments, one for building principals and one for the building teachers, administered in five Oregon high schools recognized as successful by the Oregon Department of Education in 2014-2015. This dissertation determined the impact collective bargaining agreements had on the ability of high school principals to reduce educational disparities and close the achievement gap from both the perspective of themselves and teacher-leaders. The dissertation concluded with a brief summary of the collective findings from the study, as well as the implications for practice specific to building principals and teacher-leaders in the context of their school, and agreement about strategies that work to overcome barriers to school performance.
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Ojo, Gbemisola Motunrayo. "Reflective-reciprocal teaching strategy on student teachers' academic achievement and attitude." Diss., 2015. http://hdl.handle.net/10500/20135.
Full textAbstract:
Economics as a subject is one of the sciences that is required for any nation's development, but its teaching and learning has not being easy, which has resulted in poor student achievement. In search of solutions, this study has considered the reflective-reciprocal teaching technique and investigates its effectiveness on student teachers' academic achievement and attitude in the subject. Four Null hypotheses were formulated to guide this study. The study adopted the quantitative method of inquiry, using specifically a pre-test, post-test quasi-experimental design. Three Colleges of Education out of 22 federal Colleges of Education in Nigeria were purposively selected based on certain criteria to be the sites for the study. The sample for the study consisted of 178 second year Economics student teachers; the participants were randomly assigned to an experimental group or a control group. The pre-test scores of the participants was obtained using achievement test, numerical ability test questionnaire. Participants in the experimental group were exposed to six weeks of teaching using the reflective-reciprocal teaching strategy while participants in the control group were exposed to the traditional method of teaching. The quantitative data collected was analyzed using descriptive statistics in the form of proportions, frequencies, means and standard deviations, independent t- tests and paired t-tests to compare differences between two groups, Analysis of Covariance (ANCOVA) and ANOVA for repeated measures. The Multiple Classification Analysis (MCA) aspect of ANCOVA was used to determine the magnitude of the performance of the groups. The findings of the study show that there exists a significant difference in the achievement of student-teachers in Economics when taught using reflective-reciprocal teaching strategies compared to the conventional method. Based on the findings of this study, it is recommended that Economics student teachers should make effective use of reflective-reciprocal teaching strategies in the classroom in order to further enhance the achievement of their students in the subject. In addition, the Federal and States Ministries of Education should encourage the use of the reflective-reciprocal teaching strategies by organizing workshops for educational trainers and teachers to better equip them in the use of the reflective-reciprocal teaching strategy. The use of reflective-reciprocal teaching strategies should be encouraged in other teaching subjects as well.Curriculum and Instructional Studies
M. Ed. (Didactics)
36
Gehrke, Rochelle Lea. "Dynamics between the academic advisor and student on probation which lead to academic success." Thesis, 2006. http://hdl.handle.net/2152/2867.
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Johnson, Stacey Rita 1955. "What works: factors influencing community college Hispanic female academic achievement and persistence to graduation." Thesis, 2007. http://hdl.handle.net/2152/3261.
Full textAbstract:
The purpose of this study was to further investigate Dr. Ruth Hamilton Romano's (1999) research that identified factors contributing to Hispanic female student retention and graduation. This dissertation studied predominately Hispanic females from a community college located in south Texas to ascertain factors that positively contributed to retention and college graduation. Current student persistence research has focused on why Hispanic students leave college, but this work focuses on the factors that support Hispanics obtaining degrees. Previous research identified six major factors that contributed significantly to student success and graduation. Those factors include academic integration, student integration, institutional commitment, goal commitment, support by significant others, and campus-based aid. The research questions utilized in this study were based out of these six factors. The study queried 229 Hispanic women who graduated in the 2004-2005 academic year. Utilizing a multi-method research approach, both quantitative and qualitative research was used. Research data were gathered through electronic and paper surveys along with focus group and individual interviews. The results of Romano's (1999) study revealed that the two most important factors identified by the Hispanic women were goal commitment and the support of significant others. The results of this study showed that goal commitment and financial aid were the two most important factors. Support by significant others was the third most important factor reported by the women. A new factor emerged from the research that is worthy of future research. Hispanic mothers reported that a driving force for their own academic success and graduation was the need for them to serve as positive role models for their children's educational futures. The Latinas desired to demonstrate through their achievement that educational success was possible for their children.text
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Matseke, Phyllistus Moshala. "The influence of learning strategies learners' self-efficacy and academic achievement." Diss., 2011. http://hdl.handle.net/10500/6810.
Full textAbstract:
Accelerated social change emphasises knowledge and innovation, creating a need for learners to excel at learning and thinking. The study’s purpose was to replicate previous cognitive research findings, which emphasise the positive influence of learning strategies on learners’ self-efficacy and academic achievement and to verify the validity of training learners in learning strategy-use to promote learner-autonomy and accountability. The research targeted a selected primary school in a Black township in Gauteng Province using quasi-experimental and qualitative methods. The sample comprised 152 4th - 7th graders assigned by quota system to the treatment group and the control group. Learners participated in pre-tests and post-tests for learning strategies, self-efficacy and academic achievement. Only the experimental groups received strategy instruction before the post-test. The experimental group’s improved performance compared to the control group’s lower performance suggests the effectiveness of strategy-training. Subsequent learner reports of improved self-efficacy beliefs and academic achievement confirm strategy-effect on these variables.Psychology of Education
M. Ed. (Educational Psychology)
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Alanis, Maria Aida. "Creating a learning organization a case study of a high poverty, continuously improving predominantly Hispanic school district /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3108449.
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Ngwato, Sarah Ethel. "Factors which contribute to poor academic achievement in TVET colleges : a case study." Diss., 2020. http://hdl.handle.net/10500/26681.
Full textAbstract:
The purpose of the study was to explore the factors that contribute to poor academic achievement in TVET Colleges in the North West Province. A qualitative method of one-on-one interviews was utilised to collect data from participants. The study revealed that poor funding or late payment of NSFAS constitutes the demotivation of students, which results to poor performance. On the other hand, the lecturers also blame the poor results on students’ lack of motivation. The quality of students that register for NC(V) programmes do not match the curriculum as the mainstream schools do not adequately prepare them for the college curriculum. Based on the findings of the study, it is recommended that the top achieving students be awarded with incentives to motivate them. The NSFAS Bursaries ought to pay-out early in the year so that students may have enough funds for their transport and other college related needs. The students’ support services ought to be made available for the low performing students.Educational Management and Leadership
M. Ed. (Education Management)
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Cologon, Raymond Joseph. "An investigation of comparative indices of background of tertiary entrants against academic performance." Thesis, 1997. https://vuir.vu.edu.au/15424/.
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This thesis describes a study of new level one undergraduate entrants to higher education courses at Victoria University of Technology in 1993 and 1994. Approaches to the study of student achievement and
selection are reviewed and alternatives are investigated. An
integrated model for evaluation of success, drawing upon varied approaches adopted in previous international studies, is described and its application documented.
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Bosman, Anne. "The relationship between student academic achievement and student learning styles in a multicultural senior school." Thesis, 2015. http://hdl.handle.net/10500/20187.
Full textAbstract:
Since 1994 South African classrooms have become more culturally diverse. In order to teach effectively in such an environment, teachers need to use strategies which meet the needs of all the students. One way of addressing this challenge is to consider learning styles theory. Teachers need to understand how individual students of all cultures learn, and which specific learning styles are significantly related to academic achievement. In order to investigate this relationship, a study was conducted at an independent multicultural senior school in the North West Province of South Africa. The aim of the research was to gather information on the learning style preferences of the students at the school; the relationship between the students’ academic achievements in English and mathematics and their learning style; and finally, the relationship between the students’ nationality, gender, form and age and their learning styles as well as their academic achievements in English and mathematics. A mixed methods research design was used. Data was collected by means of a structured questionnaire that was completed by a sample of 240 students of different forms, genders and nationalities. This was followed by individual interviews with ten top achieving students.
The study found that the predominant learning style amongst the students in the school was individual learning. This particular learning style was also most significantly related to academic achievements in English and mathematics. The study further determined that nationality did not significantly influence students’ learning styles but gender and age did. Female students were found to be more inclined to be individual learners. Younger students were also found to be auditory learners to a greater extent than older students. Regarding the studying of English and mathematics, it was found that female students generally used auditory learning styles whilst male students preferred kinaesthetic learning styles. Lastly, the study found that the average achievements in mathematics deteriorated as the students got older and the worst performing form was the Form 6s. To this end, various suggestions were made as to how learning styles could be considered to improve learning. Recommendations for further study were highlighted along with the limitations of this research.Psychology of Education
D. Ed. (Psychology of Education)
43
"School connectedness and beyond: success stories of associate degree students in Hong Kong." 2014. http://library.cuhk.edu.hk/record=b6116238.
Full textAbstract:
自千禧年開始，香港教育制度經歷了前所未有的轉變；其中，社區大學如雨後春筍般湧現，為未能通過大學聯合招生辦法升讀傳統大學的中學畢業生，另闢一條升學的出路。本研究利用個案研究法，探討本地副學士學生在經歷公開考試失敗之後，如何在社區學院獲取成功。參與是次研究的共有六名副學士學生，透過深入訪談，研究員蒐集了每一位受訪者賴以成功的重要因素，寫出六個成功的故事。在整理和分析資料的過程中，研究員利用開放式編碼以及編碼繪圖，找出類目和主題。研究結果顯示，令副學士學生達致成功的因素包括學校聯繫感、個人、社會以及院校因素。在學校聯繫感因素當中，以教師關懷以及同儕關係最為重要，而於個別個案中，積極參與課外活動亦為達致學業成功的重要因素。其他因素方面，學生的自主性及堅忍、學院的環境、課程和評核方法、來自家庭的支援以及個人信仰，均對學業成功有莫大影響。本研究具有理論價值及實際意義：在理論角度方面，本研究揭示副學士學生在學業上的成功，乃個人、社會與學校聯繫感的互動產物；在現實生活方面，本研究亦為社區學院的行政人員、教師及輔導員提供了幫助本地副學士學生邁向學業成功的方法，例如建立校園內的關愛文化及給予學生適切的支援和輔導等。最後，本文亦為其他相關的研究提出建議。The education system in Hong Kong has undergone some unprecedented changes. Since the turn of the millennium, community colleges have proliferated in the territory and offered an alternative path to higher education for many secondary school leavers who may fail to get a place at university via the traditional JUPAS scheme. By using the case study method, the present study investigates how community college students achieved academic success in an Associate Degree (AD) programme after experiencing serious failures in the public examinations. Six community college students were invited to the study, and an in-depth, face-to-face interview was conducted with each to collect data about factors that contributed to their academic success in AD to portray their unique success story. The data were analyzed by using open coding and cope mapping from which categories of codes and major themes were derived. The results of analysis suggest that factors that affected the academic success of community college students included school connectedness factors and other personal, social and institutional factors. For school connectedness factors, the specific contributing factors included teacher care, peer relationships and extra-curricular activities involvement. For other factors of success, students’ being autonomous and persevering, the campus environment, courses and assessment methods, the support from family and religious beliefs were found to be influential. The research study is important in both theoretical and practical sense in that community college success can be attributed to a combination of personal, social, institutional and school connectedness factors. Further, the study inspires how teachers, counsellors and community college administrators could help community college students to achieve academic success by creating a caring campus culture and providing appropriate assistance and guidance. Directions for future research in school connectedness and community college success are recommended and discussed.
Detailed summary in vernacular field only.
Lee, An Yee Queenie.
Thesis (Ed.D) Chinese University of Hong Kong, 2014.
Includes bibliographical references (leaves 407-435).
Abstracts also in Chinese.
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"中國學生個人屬性內隱觀的普遍性及特殊性." 1999. http://library.cuhk.edu.hk/record=b6073774.
Full textAbstract:
成子娟.論文(博士)--香港中文大學, 1999.
參考文獻 (p. 248-263)
中英文摘要.
Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Cheng Zijuan.
Lun wen (bo shi)--Xianggang Zhong wen da xue, 1999.
Can kao wen xian (p. 248-263)
Zhong Ying wen zhai yao.
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Mchunu, Nomusa Bonisiwe. "Parent involvement and the academic achievement of previously disadvantaged learners awarded scholarships to attend independent schools in Johannesburg." Diss., 2012. http://hdl.handle.net/10500/8484.
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This study examined the effect of parent involvement on the academic achievement of previously disadvantaged learners who was awarded scholarships to attend independent boys‟ schools in Johannesburg. Through a qualitative inquiry using a small sample of parents and teachers (SSP coordinators), the findings added to the existing literature review. There is evidence that parent involvement is essential in high school and that parent involvement at home has an impact on the learners‟ achievement irrespective of the parents‟ socio-economic status and level of education. Furthermore, the results support the assumption that, the sense of not belonging and other barriers that hinder parents from being involved in school activities could be resolved by improving communication and forging a healthy relationship between parents and teachers. This creates a need for a parent involvement programme that will attend to the needs of the parents and teachers. This programme will empower them with skills that will improve their partnership.Psychology of Education
M. Ed. (Psychology of Education)
46
Chen, Yu-ting, and 陳玉婷. "Case studies of new immigrant women in children''s academic achievement for three pairs of new immigrants Family." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/67023827143294768205.
Full textAbstract:
碩士國立屏東教育大學
教育行政研究所
100
The main purposes of this study were to explore the academic achievements of new immigrant women offspring in Taiwan, the children''s learning experiences and learning processes related family background, school environment and the mothers'' linguistic in the social context. The study used qualitative research approach for 3 new immigrant children studying in an elementary school in Kaohsiung City. The study employed participant observations, interviews, and document analysis to collect data and understand relevant factors about the impact of new immigrant women children academic achievement. According to the findings of the study, six conclusions were made as follow: 1.The positive parenting attitude of the new immigrant women had the greatest impact on their children''s academic achievement. 2.The expectation of the new immigrant women about their children''s future work was a main motivation to improve the academic achievement. 3.Social and economic disadvantages of the new immigrant women family did not directly cause negative impact on the children academic achievement. 4.New immigrant women''s poor linguistic proficiency made it hard to teach their children''s homework, but did not affect children''s learning achievements. 5.Teachers'' affirmation, encouragement and multicultural teaching helped the children of new immigrant women in self-recognition, and increase their confidence in learning. 6.Early childhood education helped to strengthen and reinforce the learning competence of young children of new immigrant women. Based on the findings and conclusions above, this study proposed suggestions toward the government, educational administration institutions, schools, teachers, and further study respectively.
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O'Doherty, Ann Patricia 1959. "District-level success: a case study to determine how a recognized Texas school district made progress in closing achievement gaps with all students." Thesis, 2007. http://hdl.handle.net/2152/3608.
Full textAbstract:
Bound by compulsory attendance laws, over 48 million children attend public schools in the United States each year. Unfortunately, for a growing percentage of these students, compulsory attendance has not resulted in equitable achievement. In spite of educational reforms aimed at the school, district, state, and most recently, federal level, academic achievement gaps continue to exist between students of color and students of poverty as compared to white and/or more economically advantaged peers. Previously identified Educational Frameworks including the Effective Schools Correlates, Malcolm Baldrige Quality Improvement Educational Criteria, Stupski Foundation Components, and Professional Learning Communities Characteristics have described the elements present in successful schools and districts; however research into the process of how districts have made progress toward closing achievement gaps is less prevalent. This grounded theory study examined the processes employed by a single Texas school district serving over 26,000 students in an economically and ethnically diverse community which had made progress in closing achievement gaps with all students. Data gathered through semi-structured interviews, direct observations, and document reviews informed the findings. The research utilized Strauss and Corbin's three stages of coding: open coding, axial coding, and selective coding (Strauss & Corbin, 1998) for data analysis. Findings regarding the processes employed revealed that the district: created systems to select, develop and, evaluate leadership personnel; nurtured a district culture of shared accountability for results; crafted systems of accountability; built district structures to support learning and achievement; endorsed district-level decision-making; engineered a research-based and inquirydriven decision-making culture; intentionally managed change; deployed systems district-wide to impact change at the campus and classroom level, and embraced a commitment to professional learning.
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Werner, Mark C. "Cultural and social factors related to student participation and academic achievement at the University of Adelaide / Mark C. Werner." 1992. http://hdl.handle.net/2440/20411.
Full textAbstract:
Bibliography: leaves [245]-268xiv, 268 leaves ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, 1993
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Werner, Mark C. "Cultural and social factors related to student participation and academic achievement at the University of Adelaide / Mark C. Werner." Thesis, 1992. http://hdl.handle.net/2440/20411.
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Sui-Chu, Esther Ho. "Parental involvement and student performance : the contributions of economic, cultural, and social capital." Thesis, 1997. http://hdl.handle.net/2429/6703.
Full textAbstract:
The purpose of this study is threefold. First, it is to clarify the construct, parental
involvement, by examining its different dimensions both theoretically and empirically. The
second purpose is to identify important family factors and institutional factors that affect
parental involvement. Finally, this study examines how students' learning outcomes are related
to different dimensions of parental involvement. A conceptual framework is proposed that
indicates the relationships between school factors, family factors, parental involvement and
students' learning outcomes. The construct of "capital" is used as an explanatory tool within
this framework.
The research was conducted in two phases. Data were collected as part of a larger
project which studied the effectiveness of elementary schools in British Columbia (Willms,
1992). Phase I of the study was conducted in 1994. Questionnaires were sent to a population
of fifteen hundred B.C. elementary school principals. A total of 831 school administrators
returned the questionnaires. Phase II of the study was conducted in 1995. Forty-nine schools
were sampled strategically according to the variability of parents' socioeconomic backgrounds.
A total of 404 teachers and 1042 fifth-grade students completed questionnaires. Hierarchical
Linear Modelling was then used to explore the nature and impact of parental involvement.
The extent of parental involvement in grade 5 was generally low in B.C. elementary
schools. Levels of parental involvement did not vary substantially among schools; therefore, it
was difficult to identify schools which could induce particularly high or low levels of
involvement. In exploring the barriers and facilitators of parental involvement, evidence from
this study suggests that substantial decentralization of instructional activities, and positive
teacher attitudes and practices enhance parental involvement. Another important school factor
is the nurturing of social capital within the school. The findings indicate that a positive social
climate is a major determinant of parental involvement. An important home factor is cultural
capital provided by parents. The results suggest that cultural capital rather than economic
capital determines the levels of parental involvement in education.
The effects of different types of parental involvement on students' learning outcomes
were relatively weak in this study. Home-based involvement was not generally effective for
improving children's learning, and school-based involvement had a small positive effect on
student's self-esteem but was negatively related to student academic achievement. It appears
that parental involvement tended to be reactive rather than proactive. Parents with children at
risk academically and socially were more likely to be involved. Yet the study has
demonstrated that investment of educational time and monitoring of peer activities were
possible intervening variables through which parents could indirectly affect students' learning
outcomes. In the conceptual framework of this study, learning outcomes was viewed as a
function of the availability of: economic capital, cultural capital and social capital. Among
these major forms of resources, social capital nurtured by the school was the most powerful
determinant of students' self-esteem. Cultural capital and economic capital had a moderate
effect on both students' self-esteem and academic achievement, but their contribution varied
from one cognitive characteristic to another. These results provide substantial evidence to
support the integration of Coleman's social capital thesis and Bourdieu's cultural capital
thesis. An inclusive model, which emphasizes the inclusion of resources from family, school,
and community, appears to be the most promising avenue for improving children's learning.