Dissertations / Theses: 'Academic progress'

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Brazile, Orella Ramsey. "Factors related to the professional progress of academic librarians in Louisiana." Thesis, University of North Texas, 1991. http://books.google.com/books?id=7LLgAAAAMAAJ.

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Curry, David Mitchell. "Academic Progress Scores to Predict Performance on a State Assessment." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955044/.

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This quantitative study examined seventh-grade reading scores to determine the extent to which certain demographic variables (race/ethnicity, gender, socioeconomic status) explain and MAP reading scores predict reading scores on the State of Texas Assessment of Academic Readiness (STAAR) in a selected northeast Texas public school. Standardized assessments only compare the relative performance of an individual student to other groups of students using scaled scores, which can vary from year to year and from state to state. With the advent of computer adaptive testing, this study provides information on the predictive validity of benchmark assessments. Specifically, this study looked for predictive evidence that indicates how accurately test data can predict criterion scores. Findings revealed, through a multiple regression analysis, that the fall MAP Rasch Unit (RIT) scores predicted the STAAR scale scores. Using SPSS version 22, the data were entered and analyzed in a multiple regression model to determine the presence of a statistical trend or lack thereof. Demographic data and MAP scores were entered into the regression model to examine the predictive validity of the MAP assessment in determining student performance on the STAAR seventh-grade state-mandated reading assessment. The statistical analysis revealed that MAP RIT scores explain a significant variance related to seventh-grade STAAR reading scale scores. There is a vital need for tools that improve a student's academic development and MAP assessments have been found to predict performance on state-mandated assessments.

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Herr, Deron R. "Progress in understanding the roles of sphingolipids in animal development /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3144306.

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Robertson, Rebecca A. "Incarcerated youth| Challenges measuring academic progress in a juvenile hall school." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682275.

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The ever-changing implementations of assessing our students have driven instruction to focus on measuring academic growth for school improvement. Now that most of our nation has adopted the common core state standards to educate and prepare our students for college and career, the challenges will be even greater for those who are currently struggling such as many of the incarcerated youth.

According to the Juvenile Court Schools (JCS) fact sheet (Los Angeles County Office of Education; LACOE, 2012), many of the incarcerated youth generally "have serious gaps in their education and poor academic skills" (JCS Facts, bullet No. 4). Taking academic assessments can be challenging without external factors, but add in the fact that the student may be facing a life sentence in prison, placement in a group home or foster care facility away from family, or dealing with mental health issues drives the challenge of academic growth sometimes out of reach while incarcerated. Furthermore, the short period of stay in the incarcerated juvenile facility adds an even greater challenge to success or growth in their academic progress.

This study examined the challenges of measuring academic growth of incarcerated youth in a juvenile hall school facility. Through the use of mixed methods, a review of available student assessment data - increased frequent formative assessments, utilizing components of the RISE Educational Services and Total Educational Systems Support (TESS) Focused Adaptable- Structure Teaching (F.A.S.T.) Framework within the teacher's delivery of direct instruction - along with an online survey of the teachers' ability to collaborate in Professional Learning Communities (PLCs), and a focus group with those who spearheaded the implementation of the instructional method, teacher-leads and administrators, resulted in finding that a unique instructional method is needed for those students attending school in an incarcerated juvenile facility to measure academic growth.

The qualitative and quantitative data measured what needed to be continued, what needed to be stopped and what should be implemented regarding the instructional delivery, along with pre/post assessments of students who attended the incarcerated juvenile school facility and the dimensions of PLCs.

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Brazile, Orella Ramsey 1945. "Factors Related to the Professional Progress of Academic Librarians in Louisiana." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc279164/.

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Three groups of Academic librarians in Louisiana were surveyed to determine what factors other than job performance influenced professional progress (Salary increases, promotion and tenure) for them. Staff development activities were also investigated to determine if they played any significant role in influencing professional progress. Three opinion questions were also asked in this investigation about the feasibility of using an index that was developed to assess quantitatively staff development activities.

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Moore, Jenifer Leigh. "Adequate yearly progress leaving explanation behind? /." Diss., Mississippi State : Mississippi State University, 2006. http://sun.library.msstate.edu/ETD-db/ETD-browse/browse.

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Herberholz, Lars [Verfasser], and B. U. [Akademischer Betreuer] Wigger. "On the Mechanics Behind Academic Progress / Lars Herberholz ; Betreuer: B. U. Wigger." Karlsruhe : KIT-Bibliothek, 2021. http://d-nb.info/1227451067/34.

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Nickerson, Terrill L. "Parents' Perceptions of Academic Progress Information Access and Dual Enrollment Student Success." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3742228.

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To comply with The Family Educational Rights and Privacy Act (FERPA) regulations, parents of high school students taking college classes as part of a dual enrollment program have to employ alternative monitoring practices to remain informed about their students’ academic progress. This quantitative research study explored how parents’ perceptions of access to student academic progress information correlated with their students’ academic performance based on cumulative grade point average (GPA) in college classes. Credit-based transition programs (CBTP) and parent monitoring theory provided the framework. All 867 parents of students under age 18 enrolled in the dual enrollment program at an urban community college in a western state during the winter quarter 2015 were asked to respond a 10 question survey instrument, modified from Stattin and Kerr (2000) and six demographic indicators. The results of 59 returned questionnaires were linked to GPAs of students using descriptive and correlational statistics. A small response (6.8%) limited the ability to correlate parental perceptions and dual enrollment success in college courses. No significance was demonstrated; however, when cumulative GPAs and parent responses on the survey instrument were correlated using split-cases with demographic indictors, six significant correlations appeared. These indicated that parents do appear to play some significant role in supporting their dual enrollment student’s success in college courses. As a result, colleges may want to find mechanisms for parents of dual enrollment students to stay engaged without compromising the FERPA regulations.

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Egan, Amanda Egan. "Relationship Between Teachers' Use of Academic Progress Data and Students' Test Scores." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3393.

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A small private secondary school in Mexico implemented periodic progress testing with the intention of individualizing education of its students. The relationship between teachers' use of Measures of Academic Progress (MAP) data and students' mathematics and reading gain scores was not known. The purpose of this study was to determine whether the frequency of teachers' use of MAP data or student profiles was related to students' MAP mathematics and reading test gain scores between 2 years of test administrations. The theoretical framework for the study was Dewey's, Kolb's, and Vygotsky's ideas on pragmatism and constructivism, which support students' opportunities for growth in learning through realization of their strengths and talents. The mathematics and reading MAP gain scores of 76 students were examined, along with 8 teachers' responses from a questionnaire on teachers' frequency of use of MAP data or student profiles. Data were analyzed using analyses of variance. Results indicated significant differences in students' MAP gain scores in reading when their teachers reported using MAP data at least once per week (F = 4.086, p = 0.001) or online student profiles at least once per month (F = 3.638, p = 0.013). Targeted training videos and materials were created to support teachers' use of MAP results to inform instruction at the study site. Implications for social change include encouraging teachers and administrators to meet the individual needs of students, which may result in increased student reading and mathematics scores, graduation rates, and latitude in vocation selection.

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Barron, Darlene H. "Student progress monitoring teachers' perceptions /." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07082009-152901.

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McCullough, Nicole Realle. "A Comparison of Special Admit and General Admit College Football Athletes’ Academic Progress and Perceptions of Academic Support Services." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8262.

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This study investigated the academic progress of special admit football players compared to general admit football players at a private, Division I university in the western United States. Using mixed methods, the researcher quantitatively compared the two groups in terms of credits enrolled, credits attained, GPA and progress toward degree. The researcher also interviewed special admit football players to determine their perceptions of academic support service. Data answer the quantitative and qualitative study questions. Most notably, the researcher found that, while general admit football players had higher GPAs than the special admit athletes, the special admit athletes experienced the same amount of progress toward degree as their regular admit teammates. Furthermore, participant interviews revealed that athletes most value the learning specialists and tutors within the university’s support service framework Discussion includes implications for practice.

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Fernández, Reino Mariña. "Ethnicity and education in England: ethnic diferentials in academic progress, expectations and choices." Doctoral thesis, Universitat Pompeu Fabra, 2013. http://hdl.handle.net/10803/126032.

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This dissertation focuses on the ethnic inequalities in education in the English context. It is structured in three main thematic sections, each of which aims at answering different though highly connected research questions. Firstly, I analyse the ethnic differentials in academic progress during the last two years of compulsory education from a dynamic perspective. This way, I am able to identify the changes in relevant behaviours and attitudes linked to academic performance that take place during those years. Secondly, I pay attention to the differentials between ethnic minorities and the White British majority in the evolution of their expectations of applying to university. In particular, I analyse how students adapt their initial expectations reported at age 13/14 to the grades obtained at the end of compulsory schooling at age 15/16. Finally, the research goal of the last part of the dissertation is to examine the educational trajectories of ethnicminority students in England, taking White-British natives as the reference group for comparison. In this regard, I focus on two key transition points: when students start post-compulsory secondary education and when they enter university.
Esta tesis doctoral se centra en las desigualdades educativas entre grupos étnicos en el contexto inglés. En este sentido, está estructurada en tres grandes bloques temáticos, cada uno de los cuales intenta responder diferentes, aunque relacionadas, preguntas de investigación. En primer lugar, se analizan los diferenciales de progreso académico entre las minorías étnicas y la mayoría nativa blanca durante los dos últimos años de la educación obligatoria. Adoptando una perspectiva dinámica, se tratan de identificar los cambios en los comportamientos y actitudes relacionadas con el rendimiento académico que se tienen lugar durante estos años. En segundo lugar, se presta atención a las diferencias entre las minorías étnicas y la mayoría blanca en la evolución de sus expectativas de ir a la universidad. En este sentido, se analiza cómo las minorías étnicas tienden a mantener estables sus ambiciones educativas independientemente de su rendimiento ix académico. Finalmente, el objetivo de la investigación de la última parte de la tesis es analizar las trayectorias y transiciones educativas de las minorías étnicas, tomando a los nativos blancos como grupo de referencia.

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McGhie, Venicia F. "Factors impacting on first-year students' academic progress at a South African university." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20090.

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Thesis (PhD)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Research project explored the learning experiences of two groups of first-year students in the Faculty of Economic and Management Sciences, University of the Western Cape during the course of 2009/2010. The aim was to obtain insight into the learning challenges that these students encountered and the reasons why some of them were less successful in the learning process, while others were successful. The perspective of this study was therefore student centred. The project was undertaken against the backdrop of a higher education institution that caters mainly for so-called ‗disadvantaged‘ and ‗underprepared‘ students. Such students come predominantly from marginalised and poorly resourced education environments and socio-economic backgrounds, which suggests that they would find higher learning challenging and, as a result, would most likely experience failure in the learning process. The objective of the research project was two-fold: firstly, to identify and determine which factors have an impact on failure or successful completion of the first year of study in this faculty; and secondly, to derive from the data a socially situated, supportive and holistic learning approach that could assist more students to be successful in the learning process. The argument in the study was that learning is socially situated and constructed. To realise the objective, Vygotsky‘s social cultural theory and Bandura‘s social cognitive theory were used as theoretical orientation of the study. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via written reflective pieces, a questionnaire and individual interviews and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data. An ‗open coding‘ strategy for the content analysis was used, but the approach for the analysis was not purely inductive. A student-centred analytical framework based in part on theories and findings of five studies conducted on student learning, failures and dropouts, and the context of UWC as HBU served as a framework for the analysis but new sub-themes also emerged from the data collected. The results of these two Case studies revealed that some of the students experienced multiple learning challenges simultaneously which increased in severity during the course of the academic year, and that, in Case 1, these challenges became too overwhelming and severe for the students and that was why they were less successful; while in Case 2, the students managed to overcome and deal with these challenges successfully. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of higher education and in the identification of enabling factors that could assist more students to be successful in their first year of study at a higher education institution. The findings provide guidelines for a socially situated, supportive and holistic learning approach that could help higher education institutions to mitigate the cumulative effects of learning on students‘ personal, academic and social lives.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek twee groepe eerstejaarstudente se leerervaring gedurende 2009/2010 in die Fakulteit Ekonomiese en Bestuurswetenskappe aan die UWK. Die doel was om insig te verkry in die leeruitdagings waarvoor hierdie studente te staan gekom het en die redes hoekom party van hulle min sukses in die leerproses behaal het, terwyl ander suksesvol was. Die perspektief in die projek was daarom gerig op die studente en hoe hulle the leerproses ondervind. Die projek is onderneem teen die agtergrond van ‘n instelling van hoër onderwys wat hoofsaaklik vir sogenaamd ‗benadeelde‘ en ‗swak voorbereide‘ studente voorsien. Sulke studente kom meestal uit ‘n gemarginaliseerde opvoedkundige en sosio-ekonomiese agtergrond met gebrekkige bronne, wat daarop dui dat hoër onderwys vir hulle ‘n uitdagings sal wees en dat hulle gevolglik heelwaarskynlik in die leerproses sal misluk. Die doelwit van die navorsingsprojek was tweevoudig: eerstens, om te bepaal watter faktore ‘n invloed het op die mislukking of geslaagde voltooiing van die eerste studiejaar aan hierdie fakulteit; tweedens, om uit die inligting ‘n sosiale gestruktureerde, ondersteunende en holistiese leerbenadering af te lei wat meer studente kan help om in die leerproses sukses te behaal. Die projek berus op die uitgangspunt dat die leerproses ‗n sosiaal gebaseerde en gestuktureerde proses is. Die teoritiese raamwerk was daarom gebaseer op Vygotsky se sosiale kulturele teorie en Bandura se sosiale kognitiewe teorie. Hierdie kwalitatiewe, vertolkende ondersoek word deur veelvoudige metodes van inligtinginsameling gekenmerk. Kwalitatiewe inligting oor die deelnemers se waarnemings is verkry deur middel van nadenkende skryfwerk, ‘n vraelys en individuele onderhoude, en die ontleding van die inhoud daarvan. Ook kwantitatiewe inligting is ingesamel, wat tot die triangulering van ryk, diepgaande inligting bygedra het. Daar is ‘n ‗oopkode‘-strategie vir die ontleding van die inhoud gebruik, maar die ontledingsbenadering was nie suiwer induktief nie. Ontleding het plaasgevind binne ‘n studente gebaseerde ontledingsraamwerk wat gegrond is op teorieë en bevindings uit vyf studies oor leer, mislukking en uitsakking onder studente asook die konteks van die UWK as historiese Swart inrigting. Unieke temas het ook uit die inligting in hierdie studie na vore gekom het. Die resultate van hierdie twee gevallestudies het getoon dat studente veelvoudige leeruitdagings tegelykertyd ervaar het wat al hoe meer geword het deur die loop van die jaar en dat hierdie uitdagings in die een geval te oorweldigend en straf vir die studente geraak het, sodat hulle min sukses behaal het. In die ander geval het die studente daarin geslaag om hierdie uitdagings te hanteer en dit suksesvol te oorkom. Hoewel die bevindings van hierdie projek gekoppel is aan die konteks waarin dit onderneem is, dra dit nietemin by tot die groeiende kennisbasis oor die terrein van hoër onderwys en oor die bepaling van bemagtigende faktore wat meer studente sou kon help om in hulle eerste studiejaar aan ‘n instelling van hoër onderwys sukses te behaal. Die bevindings bied riglyne vir ‘n sosiale ondersteunende holistiese leerbenadering vir akademiese steun wat instellings van hoër onderwys moontlik sal help om die kumulatiewe effek op die studente se persoonlike, akademiese en sosiale lewens in die leerproses te help verlig.

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14

Szymanski, Antonia Maria Kennedy. "Pathways toward progress: examining the relationships among racial identity, academic intrinsic motivation, and perceived suppport on African American students' academic achievement." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1270.

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Academic performance may be understood as the accumulation of interactions among several variables over time in specific situations. Aptitude theory describes cognitive ability, motivation, and personal affect as key variables in the explanation of performance. Racial identity may be another essential variable in explaining academic achievement for non-white students. Racial identity is described as the importance and understanding that African American students ascribe to belonging to a Black racial group in a society that is dominated by non-Black members. Investigating how the factors of racial identity (private regard, public regard, and racial centrality) are associated with the other key variables of performance may provide unique opportunities to support African American students in improving academic performance. The purpose of this study was to investigate the relationships among the racial identity variables, academic intrinsic motivation, perceived school support, and academic achievement for African American students. This study was conducted with students (N=56) grades 11 and 12, from two schools in a single Midwestern metropolitan district. Students completed questionnaires to provide data regarding their perceptions of school support, academic intrinsic motivation, and racial identity. The school provided information regarding grade point average, number of advanced placement courses taken, and sixth grade standardized test scores. Hierarchical linear regression models were tested to investigate whether the racial identity factors moderated the relationships between academic intrinsic motivation and perceived school support on grade point average or the number of advanced placement courses taken when prior academic achievement was controlled. Significant interactions were found between racial centrality and perceived school support on academic intrinsic motivation. Significant interactions were also found for racial centrality and private regard moderating the relationship between academic intrinsic motivation and the number of advanced placement courses taken when prior academic achievement was controlled. The findings of this study suggest that racial centrality and private regard may be important for students with lower levels of academic intrinsic motivation and lower perceived school support. These students may benefit from interventions that support feeling positive about being Black and recognize the importance of race in students' self-concepts.

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15

Shields, Judith. "A comparison of the NWEA measures of academic progress and the Missouri Assessment Program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5589.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 16, 2009) Vita. Includes bibliographical references.

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16

Harmer, Heather. "Disagreeing to Make Progress: The Effects of Congressional Incivility on Reform during the Progressive Era." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1170.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Political Science

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17

Paduano, Kelly Noel. "Strengths of Secondary School Principals in One Large Florida School District, and Achievement of Adequate Yearly Progress in 2010-2011." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5365.

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Increased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth. This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of adequate yearly progress (AYP) achieved, (b) grade levels served (middle school or high school) and (c) community served (urban or suburban). It is important to note that community served is not meant to indicate the socio-economic status of a school, but instead whether schools reside within census defined urban areas. It was found that there was a statistically significant difference in the ranking of principal strength of input based on the adequate yearly progress achievement of the school. There was also a statistically significant difference between the principals' ranking of both the strengths of communication and harmony based on grade level served and strengths of achiever and responsibility based on community served. While other strengths did not show statistically significant differences among various groups, their overall rankings are provided and discussed.
ID: 031001380; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Rosemarye Taylor.; Title from PDF title page (viewed May 21, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 104-107).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership

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18

Carr, John D. "Florida school indicator report data as predictors of high school adequate yearly progress (AYP)." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4864.

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The focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high schools that were categorized by the Florida Department of Education as presenting a comprehensive curriculum to grades 9-12 or grades 10-12. It was determined in this study that academic data associated with ACT results and the grade 11 FCAT Science were effective predictors of a school's academic health in reading and mathematics. Student absenteeism showed the greatest impact on a school obtaining AYP in reading while the percentage of students qualifying for free and disabled populations within a school showed the greatest impact on a school obtaining AYP in mathematics. Teachers teaching out of field were identified as having a negative influence on AYP in reading and mathematics while a teacher's experience was considered a positive influence on AYP in mathematics only. Further research is necessary to fully explore the use of logistic regression as a predictive tool at the state, school district, and school level.
ID: 029809839; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 241-250).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education

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Ros, Vutha. "Progress and constraints on professional development of university academic staff in Cambodia : a case of a university." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209649.

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Professional development is pivotal for academic staff (Akiba, & LeTendre, 2009; Brew, 1995; Day & Sachs, 2004; Kahn & Walsh, 2006; Richards & Farrell, 2005). However, little is known about professional development of the academic staff in Cambodia. To fill this gap, this study aims at investigating the progress and constraints on the Cambodian academic staff’s professional development. This qualitative research study involves semi-structured interviews with eight academic staff, three heads of the department and a vice rector at a university in Cambodia. The study has found that although there are several forms of professional development self-pursued by the academic staff and offered by the university, the academic staff’s professional development is limited. The university fails to provide adequate professional development to the academic staff. Moreover, the academic staff are not actively engaged in professional development. Based on the findings, the study also suggests some recommendations for the university.
published_or_final_version
Education
Master
Master of Education

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Carter, Carole. "Children's working memory and academic achievement : the relationship between visuo-spatial working memory and progress in arithmetic." Thesis, University of Sunderland, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393052.

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Schellhammer, Mark. "Florida's Paradox of Progress: An Examination of the Origins, Construction, and Impact of the Tamiami Trail." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5484.

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This study illustrates the impact of the Tamiami Trail on the people and environment of South Florida through an examination of the road's origins, construction and implementation. By exploring the motives behind building the highway, the subsequent assimilation of indigenous societies, the drastic population growth that occurred as a result of a propagated “Florida Dream”, and the environmental decline of the surrounding Everglades, this analysis reveals that the Tamiami Trail is viewed today through a much different context than that of the road's builders and promoters in the early twentieth century. While construction projects that aim to prevent, or limit the once celebrated environmental destruction caused by the Tamiami Trail, the unrelenting and economically stimulating growth of South Florida continues to uncover a “paradox of progress.”
M.A.
Masters
History
Arts and Humanities
History

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Puig, Enrique A. "A mixed method study on the role of the imagination in the reading comprehension of low-progress adolescents." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5013.

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Founded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students' comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the limitation and delimitations of the study. The study is limited to low-progress adolescent students as identified by the Florida Comprehensive Assessment Test and uses pre and post Florida Assessments for Instruction in Reading (FAIR) mandated and administered by Orange County to establish comprehension and determine statistical significance. Participant and non-participant observations are used to triangulate and co-triangulate data to determine the correlation between the frequency of select instructional practices and students' comprehending as evidence by their FAIR reading and Maze scores. Observation of student performance suggests that attention to the implementation of the instruction practices of using poetry, text sets, and sensory stimulation has potential in nurturing low progress adolescent students' imagination and strengthening their cognitive feed-forward mechanism. The data adds to the existing body of work on the interactive nature of reading (Rumelhart, 1994) by elaborating on low progress adolescent students' ability to predict and anticipate; concluding that convergent and divergent thinking, making inter-textual connections, and creating mental models are necessary sub-factors to nourish the imagination and need to be taken into account in instruction to assist low-progress adolescent students in comprehending and developing a defensible interpretation.
ID: 029810298; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 148-163).
Ed.D.
Doctorate
Education

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23

Fecteau, Marie-Claude. "The Mediating Role of Coping in the Relationship Between Satisfaction of Psychological Needs and Academic Goal Progress: A Self-Determination Perspective." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20103.

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The first objective was to test the prospective relationship between need satisfaction and coping. A total of 113 undergraduate students completed a measure of need satisfaction at Time 1 (T1; i.e. a few weeks before the midterm exams) as well as a measure of coping at Time 2 (T2; i.e. a few weeks after the midterm exams). Results indicated that need satisfaction T1 explained unique variance in both dimensions of coping T2, namely task-oriented and disengagement-oriented coping, even after having statistically controlled for gender, Conscientiousness, Neuroticism, and social desirability at T1. The second objective was to examine a model in which need satisfaction and coping predict the amount of progress towards academic goals and, in turn, how coping and goal progress are associated to increases in need satisfaction over the course of a semester. A total of 166 undergraduate students completed a measure of need satisfaction at Time 1 (T1; i.e. a few weeks before the midterm exams) as well as measures of coping, goal progress, and need satisfaction at Time 2 (T2; i.e. a few weeks after the midterm exams). Results from structural equation modeling indicated that coping T2 fully mediated the relationship between need satisfaction T1 and goal progress T2. Results also indicated that goal progress T2 partially mediated the relation between task-oriented coping T2 and need satisfaction T2 as well as between disengagement-oriented coping T2 and need satisfaction T2.

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Boot, Siobhan A. E. "Promoting the social inclusion and academic progress of Gypsy, Roma and Traveller children : a secondary school case study." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/3953/.

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The aim of this study was to identify effective support strategies used to promote social inclusion and academic progress of key stage three and four Gypsy, Roma and Traveller (GRT) pupils in a mainstream secondary school. The study used an interpretivist approach, incorporating an embedded single case study with several participant groups, namely GRT pupils, GRT parents, school staff and supporting professionals. Data was collected using interviews, focus groups and questionnaires. It was analysed using pattern matching and explanation building. The research design, data collection and data analysis were guided by theoretical propositions developed from the existing research. The findings of this study identified that focused staff support from a GRT teaching assistant and class teachers had the most significant influence on the promotion of both social inclusion and academic progress. In addition, social inclusion was promoted through a positive inclusion school ethos, providing clear and consistent links to the GRT community and receiving input from a range of supporting professionals. Academic progress was encouraged through the use of: appropriate teaching and learning strategies which included incorporating GRT culture into the curriculum; having clear leadership from the Senior Management Team; school policies; and additional support to access the school.

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Spero, Ellan Fae. "Institutes for innovation : the emergence of academic-industrial cooperation and narratives of progress in the early 20th century." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90081.

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Thesis: Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS), Massachusetts Institute of Technology, Program in Science, Technology and Society, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 157-162).
Early 20th century America is a critical context for understanding industrial innovation. Departing from a focus on innovation itself as manifested through the creation of new products and consumer opportunities, this project focuses instead on an important infrastructure for innovation - academic-industrial cooperation. Its particular emphasis is on the Mellon Institute for Industrial Research and the Massachusetts Institute of Technology. The Mellon Institute, an independent nonprofit entity devoted to the promotion of industrial research, contributed not only through its novel scientific work, but also through its efforts aimed at engaging broad audiences through popular writing. As a competing model, this dissertation also examines interdisciplinary laboratories and administrative structures at MIT to argue that these schemes for academic-industrial cooperation that began as an informal series of ad hoc arrangements between researchers and corporate partners were increasingly formalized and centralized into a unique educational model that combined fundamental science and industrially relevant research. Rarely used archival materials are drawn on to argue that "narratives of progress," shared stories and rhetoric that were conceived for, and deployed in the service of, a particular idea of creating a better world through the enterprise of science were essential components of institutional and industrial change. Mechanisms for academic-industrial cooperation, no matter how well organized or funded, could not stand alone without a foundational narrative to give them broader purpose and context. Building on an institutional approach and employing a novel analysis of narrative as text, the built environment, and exhibit, this study offers new perspective on sites of academic-industrial cooperation as institutes for innovation.
by Ellan F. Spero.
Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS)

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Falconetti, Angela M. Garcia. "Articulation, Academic Progress, and Graduation: A Comparison of Community College Transfer and Native Students in Selected Florida Universities." UNF Digital Commons, 2007. http://digitalcommons.unf.edu/etd/335.

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The purpose of this concurrent mixed methods study was to explore how well Florida's 2+2 articulation agreement and transfer student services meet the needs of students. Phase I employed quantitative methodology to compare the academic success and persistence to graduation of a single cohort (n = 2,612) of Florida public community college Associate in Arts graduates (n = 1,738) and native (n = 874) juniors (60-to-70 credit hours) who entered the same universities as FTIC. Discriminant analysis results yielded statistically significant differences in the academic success and persistence of community college transfer and native student graduates and dropouts. On average, native students graduated with twice as many lower level credit hours and cumulative credit hours than community college transfers. Discriminant analysis results did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. However, the results of the chi -square tests of independence indicated that a greater percentage of native students graduated and a greater percentage of community college transfer students dropped out of academic degree programs. These findings support the conclusion that community college students are as academically capable as native students but may benefit from services that promote student engagement. The qualitative component provided a context for enhancing the interpretation of quantitative findings and for addressing the structure of articulation services, availability of transfer student services, compliance with the statewide articulation agreement, and advocacy of transfer students on each campus. Interviews with 15 current and previous administrators led to the identification of three significant issues related to the rapidly evolving universities and their primary feeder community colleges.

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McWhorter, Holly. "Facilitating high school student success through READ 180: Analysis of program impact using measures of academic progress (MAP)." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/701.

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In response to its failure to meet state mandated proficiency standards in reading and mathematics over the past three years, a rural, Title I high school (LS) in South Carolina purchased and implemented the commercially available literacy program READ 180 (R180) for the 2008-2009 academic year. While previous research reported by Scholastic, Incorporated (R180) had provided support for the use of R180 in improving literacy, these studies have been criticized recently for their lack of comparable control groups, experimenter bias and lack of data from other content areas such as mathematics. The purpose of this study was to determine the relative effectiveness of R180 in improving reading and math performance when compared with traditional high school English course instruction in a group of ninth grade students at LS. The theoretical framework for this study was based on Vygotsky's cognitive developmental theory which emphasizes the role of language in learning in all content areas. A group of below average reading ability students was assigned by LS to the R180 instructional class while a second group of average ability students was assigned to the traditional English course (TRAD). Both groups were pre and post tested in reading and math using the state-sponsored Measures of Academic Progress (MAP) standardized achievement test. Dependent samples t-tests and Analysis of Covariance were used to analyze the data. The results indicated statistically significant improvements in both math and reading scores for the TRAD group but not for the R180 group. This study has implications for positive social change in the form of independent, empirically-based data to both inform the administration of LS in future decision making regarding funding for the very costly R180 program as well as contributing to the overall database on R180's effectiveness.

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Hall, Graham. "The Ambivalence of Science Fiction: Science Fiction, Neo-imperialism, and the Ideology of Modernity as Progress." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/948.

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This thesis sets out to examine the relationship between science fiction and its conditions of production, specifically interrogating the genre's articulations of the ideology of modernity as progress. Sf has been characterized variously as a characteristically useful critical engagement with the ideologies of its context and as wholly ideological at the level of form, relying on the authority of a scientific episteme in its "cognitive estrangements," while not obligated to operate within the boundaries of this episteme. As such, the genre is unparalleled in its capacity to articulate ideologies under the guise of a putatively neutral science and reason. However, this same formal action places the genre in the unique position of being able to utilize the authority of a scientific episteme to re-evaluate the putative neutrality of that very scientific episteme. As a result, this study concludes that while the genre's reliance on the external authority of science in "cognitively" organizing its estrangements may make it particularly conducive to articulating ideological technoscience and the ideology of modernity as progress, the genre is characteristically ambivalent in this respect, both at the level of form and as a result of the incongruities between form and narrative. To support my thesis I engage a number of science fictional texts, focusing on Golden Age sf of the mid-20th century, while also branching out into explorations of a variety of 20th and 21st century sf texts, including texts from the pulp era, New Wave, cyberpunk, and post-singularity sf. I analyze within the effects of the conceptual mapping of society in terms of the natural sciences in sf, as well as the ambivalent presence of the robot as a megatextual motif, exploring the relationship of these to the ideology of modernity as progress and the post-scarcity fantasy of global mass consumption prosperity.
B.A.
Bachelors
Arts and Humanities
English - Literature

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Harper, Joseph. "The Relationship Of Participation In A Summer Transition Program For At-Risk Ninth Grade Students And Their Progress Towards On-Time Graduation." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5786.

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The primary purpose of the study was to identify whether or not relationships exist between at-risk students in the transition program of a local Central Florida public school district and their on-track graduation progress during high school. Data were also used to describe student demographics of at-risk students and compare those demographics to the school demographic profile. On-track status is a major metric since students have not formally completed the program nor have they graduated. This study adds to the district's understanding of the effectiveness of its transition program. The study's findings will inform the district in its efforts to accurately define its return-on-investment in the transition program.
Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive

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Page, Richard Daniel. "The role that parents play in their children's academic progress at a previously disadvantaged primary school in Cape Town." University of the Western Cape, 2016. http://hdl.handle.net/11394/5462.

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Magister Educationis - MEd
Different studies indicate that parents, who offer their services as volunteers at their children's school, assist with homework and participate in school activities, can influence the learners’ academic success in a positive manner (Lunenberg & Irby, 2002; Sanders & Sheldon, 2009). Therefore, parents are considered to be one of the most important and indispensable stakeholders in education. Parental involvement in their children's schooling is a critical factor that influences academic success of learners, but despite its importance, parental involvement at previously disadvantaged primary schools appears to be discouragingly low. This study explored the role parents play in their children's academic progress at a previously disadvantaged primary school in Cape Town. The study attempted to answer the following research questions: (i) How does parental involvement influence the academic achievement of their children? (ii) What roles do educators expect parents to play in the development of their children's academic achievement? (iii) Which factors enhance and hinder parental involvement across the phases of primary schooling? (iv) How does parental involvement in children's academic progress change over time as learners' progress through the primary schooling phase? The study is located within the interpretive paradigm, using qualitative case study design. The study began by undertaking a literature review to explore the phenomenon of parental involvement in their children's schooling and its relationship to the academic achievement of learners. Therefore, data was collected using three groups of participants. Participants were purposively chosen with the aim of exploring perspectives about parental involvement (in their children’s schooling) from diverse role players. Data was collected via questionnaires and individual semi-structured interviews. Data was analysed thematically. The study's findings report on parental involvement in terms of both school-based (e.g. voluntary assistance at school) as well as home-based involvement (e.g. homework activities). The findings of this study revealed that parental involvement can positively influence academic achievement of primary school learners. The parent participants regarded education as important and this notion was affirmed by the learner participants. There was also sufficient evidence in this study to suggest that the parent participants associated the concept of parental involvement with more home-based activities. The learner participants in this study expressed both positive and negative feelings about their parents' involvement with regard to their homework activities. The learner participants reported that their mothers rather than their fathers assisted them with homework. The weaker scholastic achievement learner participants reported that they received less homework assistance from their parents in comparison to the average and strong scholastic achievement groups. The parent participants also reported that they were unable to assist their children with certain homework activities. The parent participants reported that the homework workload was far too much for their children. Encouraging their children to read was more prevalent in the average and strong scholastic achievement categories than the weak scholastic achievement group. The findings revealed that those parents who were more involved in their children's schooling produced academically stronger learners than those who were less involved. The educator participants reported that parental involvement had a positive influence on the learners' academic achievement. The findings highlight the various factors responsible for enhancing and hindering parental involvement at a specific primary school. The study revealed that parental support declined as the learner's progressed from one phase to the next. There is no doubt that parental involvement plays a pivotal role in a learner's academic achievement. Furthermore, since education is often regarded as the primary way to develop our country, encouraging parental involvement in their children’s schooling is essential in developing an educational society

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Bur, Marsha. "The relationship between principal reported instructional and organizational practices of Title I elementary schools and adequate yearly progress." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4862.

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This study examined the practices of Title I elementary school principals in the state of Florida for the school year 2009 - 2010. Elementary school principals in six Florida school districts responded to a survey to determine the extent of implementation of instructional and organizational practices identified by research to improve instruction and learning. The practices (sub-constructs) examined were identified as curriculum, instruction, assessment, educational agenda (vision, mission, beliefs, goals), leadership for school improvement, community building, and culture of continuous improvement. The results of this study indicated that participating Florida Title I principals believed that they were implementing effective instructional and organizational practices in their schools. Despite this belief, all but two of the schools represented in the results, failed to make adequate yearly progress (AYP) for school year 2009 - 2010. The analysis of the responses indicated a negative, but not statistically significant, correlation between self-reported scores and AYP percentage points earned. These results warrant further study to determine if the reported indicators can be verified by observation or other personnel. Within the limits of this study, the negative correlation suggested that school principals should examine their practices related to instructional and organizational effectiveness for fidelity and stakeholder buy-in. Principals must not only believe that these practices are evident, they must verify them through constant monitoring and quantitative measures.
ID: 029809713; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 120-127).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education

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Heuston, Benjamin. "Effects of Computer-Based, Early-Reading Academic Learning Time on Early-Reading Achievement: A Dose-Response Approach." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3462.pdf.

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Ao, Yu. "The Effect of Visualized Student's Self-Set Learning Progress Goals on East Asian Chinese Student's Motivation and Self confidence In Learning." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5107.

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This study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students' motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories, previous research studies in the perspectives of East Asian students' motivation in learning, goal setting on motivation, self-determination, self-efficacy, and expectancy theories are conducted to provide theoretical ground and legitimate evidence for this particular research. The researcher conducted an experiment in which students were given a learning task and required to set their own learning goals for that learning task under the supervision of their instructors. In this specific experiment, a total of 106 students from a university that was funded by American Educators in a central province in China agreed to participate in stages one, and two of the study, but some students withdrew from this research and some did not participate in both research stages therefore their data were take out from the data to make research result more consistent. Therefore eventually 72 students were considered eligible to go through the whole process of turning in the questionnaires and participating in the performance test. In this particular goal setting research study, the students were given the freedom of setting their own learning pace and managing their own progress on a visualized progress chart. The progress chart was visualized as a climbing/progressing line, which goes from bottom to top (see appendix C) once students achieved their learning goals. At the same time, the instructor provided feedback concerning the students' progress. Although some of the research results displayed no statistical significance for motivation and self-confidence during the pre and post session of the research, there is a positive correlation among motivation, self-confidence, and performance outcome. One research result did corroborate the previous research study that goal setting strategy would improve learning outcome.
Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology

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Dyer, Kathryn B. "A comparison of eighth grade reading proficiency on state assessments with the National Assessment of Educational Progress." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4884.

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The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales.
ID: 029809249; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 296-302).
Ed.D.
Doctorate
Educational Research, Technology, and Leadership
Education

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Speelman, Sophia Antoniou. "A Mixed-Methods Study of Academic Achievement and Academic Progress in 9-12 Ohio Public Charter Schools Versus Their Counterparts in Traditional Public School Districts: Identifying Successful Charter School Teaching Practices." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532468906285253.

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Carter, Pamala J. Noblit George W. "Defining teacher quality an examination of the relationship between measures of teachers' instructional behaviors and measures of their students' academic progress /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1710.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Education." Discipline: Education; Department/School: Education.

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Andrews, Tiffany. "THE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/108418.

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Educational Psychology
Ph.D.
The study examined the effects of formative assessment on community college students' content-specific vocabulary skills, academic achievement and academic self-efficacy. Sixty-one community college students who were enrolled in Developmental Psychology took part in formative assessment only (N = 24), formative assessment in conjunction with goal setting and self-monitoring (N = 19) or no formative assessment (N = 20). It was hypothesized that students who took part in formative assessment in conjunction with goal setting and self-monitoring would achieve higher content-specific vocabulary skills, academic achievement and academic self-efficacy from pretest to posttest when compared to students who took part in formative assessment only and no formative assessment. Findings indicated that students in both of the formative assessment groups had significantly higher content-specific vocabulary skills from pretest to posttest when compared to the control group. Implications for formative assessment practices with community college students and the lack of support for the hypotheses are discussed.
Temple University--Theses

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Santella, Steen Sheila. "The Potential of Television Programming as a Resource to Facilitate Academic Progress for Students who have a Specific Learning Disability in Reading." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254442.

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Television has been perceived as a possible instructional tool. Research, however, has been unable to determine the television industry’s ability to meet children’s needs despite federal government’s efforts to regulate programming through policy.

Television’s ability to impact learning needs closer examination especially considering that younger audiences are becoming increasingly diverse. The National Center for Education Statistics (NCES) found that the percentage of students with disabilities was approximately 13% by the 2008-09 school year with students having a specific learning disability representing the largest group. Reading, in particular, was an identified area of deficiency in 80% of the millions of students with learning disabilities (Therrien & Hughes, 2008).

This qualitative study’s objective was to examine current children’s television programming’s ability to foster reading skill development in students who have a specific learning disability in reading. Using Anderson and Lorch’s (1979) active viewing theory as a lens, I conducted a content analysis of three episodes for each of the following shows for program visual and audio elements that may foster an educational learning environment and for demonstrated use of proven classroom teaching strategies: a) SuperWHY!, b) Martha Speaks, c) WORDGIRL , d) The Electric Company, e) WordWorld , and f) Between the Lions.

All shows’ episodes contained proven classroom teaching strategies. Common to all six shows was the strategy of teacher modeling. SuperWHY! demonstrated every research-based strategy in every episode with the most-used strategies being questioning, teacher modeling, and accessing prior knowledge. With regards to the shows’ ability to promote a multimedia learning environment, results per show varied. Across its three episodes, SuperWHY!, however, had evidence of the most regular use of effective audio and visual elements.

This study provides an examination of television’s ability to serve as an instructional tool for students with a specific learning disability in reading. Its findings have implications for further investigation in television’s ability to reach this population as well as other learning disabled populations. This study’s results also provide implications for practice as well as policy in ensuring the creation and delivery of quality educational programming that meets the needs of a widely diverse audience.

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Sultana, Anjam. "An IPA study exploring how educational settings influence the experiences, identity and academic attainment of Pakistani students as they progress to Higher Education." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5456/.

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This study explored how educational settings influence the experiences of students of Pakistani heritage in Birmingham. Research has highlighted the continued attainment gap that exists between White and minority ethnic students in Britain (for example, Gillborn, 2008; Strand, 2014). Public examination and National Curriculum assessment data in Birmingham demonstrated, despite improvements, gaps in achievement for Pakistani students, who were identified as a group at risk of underachieving (Birmingham City Council (BCC), 2012). The study took a phenomenological approach, specifically interpretative phenomenological analysis (IPA), to explore how educational settings influence the experiences, academic attainment and identity of a small sample of academically successful Pakistani students, who were currently studying at the University of Birmingham. Interview data were analysed using IPA and five emerging superordinate themes were presented: ‘multiple identities’, ‘gendered identities’, ‘learning contexts’, ‘others’ expectations and wider influences’ and ‘high status subjects and professions’. These findings were discussed in relation to extant literature and the initial research questions. Additionally, the study’s strengths and limitations were examined and areas for further research were identified. Finally, implications of the study’s findings were considered in relation to educational and educational psychology practice.

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Torres, Ricardo A. "THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556883369734283.

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Rivera, Jose G. "Assessment of actual and perceived efficacy of the Texas Association of Future Educators (TAFE) program on the academic progress, success and career aspirations of Latino students." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722551.

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This study assessed the actual and perceived efficacy of TAFE as implemented across public schools in Texas with Latino populations. The graduation rates of students were analyzed to assess whether there were significant differences in graduation rates between schools implementing the program and those not implementing the program across gender and ethnicity. Surveys were administered to past and present personnel associated with TAFE to ascertain their perceptions on the program. A significant main effect for Latinos was found at TAFE schools during the five year period of the study. Survey responses were isolated to differentiate between Latino responses and those of the general population. Responses varied in consistency between Latino respondents and the overall population of respondents. In general, respondents credited the program for the higher graduation rates of Latinos and their motivation to attend college which are future indicators of success. However, the respondents were undecided as to TAFE's influence to foster teaching vocations but believe it impacts teacher retention. Respondents were also undecided, and a considerable percentage of them had a negative opinion that TAFE motivated them to become or want to become educational administrators. Finally, respondents endorsed the idea of recommending TAFE to high school students and to schools/districts for implementation.

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Poole, Deborah M. "The effects of the Connecting Learning Assumes Successful Students project on elementary students' achievement in Indiana as measured by the Indiana Statewide Testing for Educational Progress (ISTEP)." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917822.

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The purpose of this study was to determine what relationship, if any, existed between student participation in the C.L.A.S.S. Project and student achievement as measured by the ISTEP testing program. This study was designed to provide statistical data for teachers, administrators, and other educators looking for instructional methods to provide students with increased learning opportunities to improve education.There were two groups of subjects in this study. The experimental group consisted of schools who had been participating in the C.L.A.S.S. Project for a minimum of two years. Thirty-seven Indiana schools made up this group. Thirty-seven schools were selected for a control group. They were randomly selected as not significantly different from schools in the experimental group by using performance based leagues determined by a statistical formula and provided by the Indiana Department of Education.Data collected regarding the schools in the study included rank and league placement as determined by the Indiana Department of Education and ISTEP scores provided by the Indiana Department of Education. ISTEP scores were used for grades two and three in the subject areas of Reading, Language Arts, Math, and Total Battery.The primary hypothesis of this study, stated in null form, is that the C.L.A.S.S. Project has no effect on student achievement as measured by the ISTEP testing program. Alternate null hypotheses were stated regarding the results of the individual subject areas: Reading, Language Arts, and Math.The results of this study failed to find significant differences between the schools using the C.L.A.S.S. Project and those in the control group. Analyses of variance were conducted on the experimental and control groups' data from test scores achieved on 1993 ISTEP test. Multivariate analysis (MANOVA) and univariate analyses (ANOVAs) were conducted to determine if the C.L.A.S.S. Project had any significant effect on isolated subject areas as tested on ISTEP and to see if the C.L.A.S.S. Project had any significant effect on anticipated achievement compared to actual achievement. The .05 alpha level was used to test the level of significance in this study.
Department of Educational Leadership

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Eastgate, Lindsay. "Work-study boundary management in university students: The impact of future-self, role salience, and boundary work." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/416056.

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Recent research suggests that many university students struggle to complete their degrees, with students reporting that working while studying contributes substantially to this struggle. Managing the two competing roles of work and study can affect a student’s academic progress, subsequent career success, and wellbeing. To date, however, little research has examined how students manage the boundaries between these roles. The research presented in this PhD addresses how students manage their work and study roles by examining how identity concepts influence their decisions to implement boundary management strategies and testing outcomes associated with these strategies. Although identity is central to boundary management theory, few studies have investigated how it relates to the management of role boundaries. Thus, this PhD contributes by extending both the boundary management and identity literature. This PhD comprises three studies that are presented in journal manuscript format. Study 1 is a scoping review that reports how boundary management theory has been applied to university students. Using a systematic process, 9 databases and grey literature were used to identify potentially relevant studies: 12 met the inclusion criteria. The results indicated that a range of boundary management constructs had been examined in university student samples, but areas were identified where further research was required; specifically, the need for consistency in the measures used, measuring the strategies students enact, and investigating how student identity relates to boundary management. Results also confirmed that boundary management was related to important student outcomes, such as academic performance and wellbeing. Study 2 built on the scoping review results and used a mixed-methods approach to investigate how identity, specifically future-self, related to boundary management in university students. Interview and questionnaire data from 20 working students (15 women, 5 men; aged 18 to 28 years) were integrated and analysed. The results indicated that students thought about their future-selves often and this was linked to how they managed their current roles and used boundary management strategies. The main strategies cited were the prioritisation of their student role, structuring roles, and making sacrifices in other areas of their life to work towards their future goals. A future-self focus also provided students with additional motivation to engage in their student role, even when faced with challenging academic situations. Study 2 contributed to the boundary management and identity literature by providing evidence that the future-self assisted students with management of their roles. Study 3 built on Studies 1 and 2 by testing a theoretically-derived model, in which identity (student role salience and future-self) related to academic satisfaction via temporal and communicative boundary management strategies and perceived work-study balance. Participants were 266 university working students (MAge = 20.07 years, SD = 2.63; 74% women). The cross-sectional model accounted for 41% of the variance in academic satisfaction. Student role salience and future-self were related to academic satisfaction, both directly and indirectly via the mechanisms of engaging in boundary management strategies, which were related, in turn, with better work-study balance. Study 3 provided the first known empirical evidence that current and future identity were related to greater engagement in boundary management strategies and through these to better role balance and satisfaction. Thus, this PhD demonstrated that student identity is an important construct to consider when examining boundary management in university students, as it was shown to assist students with the management of their role boundaries, and that, in turn, related to better student outcomes. This provides new insights that can be used by academic advisors and education providers. Thus, if education providers assist students to tap into their identity and implement boundary strategies to realise that identity, they can support them to manage the challenges associated with working while studying.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Griffith Health
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44

Dibela, Pumza. "An investigation into the administration of the National Student Financial Aid Scheme for undergraduate students and its impact on the students' academic progress at a historically Black university." University of the Western Cape, 2018. http://hdl.handle.net/11394/6244.

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Masters in Public Administration - MPA
This study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.

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Murphy, Robert L. "Saving our Sons: The Impact of a Single Gender Public School on the Social, Emotional, and Academic Progress of Young African American Males From Low Socioeconomic Urban Neighborhoods." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1363874197.

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Morgan, Michelle Lee. "Implementation of Reform with a Performance-Based Teacher Evaluation System: A Case Study of One School District." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/71288.

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This dissertation focused on the new performance-based teacher evaluation system implemented in the Commonwealth of Virginia. Eight school districts were granted an implementation waiver for one year making the 2013-2014 school year the implementation year for those school districts. A mixed methodology study was designed to understand teacher perceptions in one waiver school district in the Commonwealth of Virginia. The purposes of this study were to collect empirical evidence on the implementation of the new performance-based teacher evaluation system by comparing teachers' and principals' perceptions at three elementary schools to teachers' perceptions in the school district, identified as District Z and were to add to the research base on policy implementation theories and teacher evaluation. Findings and analysis of research questions were based on the responses of 357 teacher participants, two district directors, and three principals. Policy implementation research suggested access to resources and support along with an alignment of beliefs and values resulted in more effective implementation practices. Conclusions of this study, while limited to the district studied, suggested professional development on the new performance-based teacher evaluation system, including the Uniform Performance Standards and SMART goals, would provide teachers and principals with the increased knowledge to use as a resource during new implementation phases. Additionally, involvement in the design and modification of the teacher evaluation system would encourage participation and provide opportunities for teachers and principals to develop shared values regarding aspects of the evaluation system.
Ed. D.

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Drummer, Talea R. "GETTING IN THE GAME: A QUANTITATIVE STUDY OF SECOND-YEAR STUDENT-ATHLETES’ EXPERIENCES UTILIZING EXISTING DATA OF THE 2010 SOPHOMORE EXPERIENCES NATIONAL SURVEY." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1405037664.

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48

Bowser, Jr Jimmy Lee. "The Relationship among Select School Variables and 8th Grade African American Male Academic Achievement." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248414/.

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This study was designed to investigate the correlational relationship between four school elements listed on the Texas Academic Progress Report (TAPR) and the academic achievement of 8th grade African American male students. Data for this study was provided from the Texas Education Agency's (TEA) Office for Public Information Requests. The study included four independent variables: percent of socioeconomically disadvantaged students, average years of teachers' experience, attendance rate and average class size in mathematics. The dependent variable was the 8th grade African American males' performance on the mathematics STAAR exam. The study examined scores from the mathematics STAAR exam for the years 2012-2014. The sample population included 1,540 schools and 47,169 individual test results. The results of the correlational analysis indicate that none of the independent variables were correlated to each other, but each of the independent variables had a statistically significant correlation with the dependent variable at the p < .05 level. The study also sought to explore the variance in academic achievement that could be explained by the four independent variables when used as a model. The results of the simple multiple regression suggest that not only were the results statistically significant at the p < .01 level, but the model explained 32.4% of the variance in 8th grade African American males' performance on the STAAR mathematics exam in the years 2012-2014.

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Sjödin, Johan. "Varierande hinder och svårfångade möjligheter för språkintroduktionselever : En vansklig resa i tiden." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-264941.

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Detta examensarbete utgår från ämnet matematik och bygger på intervjuer av språkintroduktionselever, möten och diskussioner med lärare samt resultat från ett delprov i matematik. Resultaten har tagits fram genom en bred, induktiv tematisk analys och beskriver elevuppfattningar kring hinder och möjligheter som de upplevt i undervisning före ankomst till Sverige respektive inom språkintroduktionsundervisning i Sverige. Studien ger också en bild av elevernas uppfattning om sina möjligheter att klara godkänt betyg i matematik och slutligen förs en diskussion kring vilka framgångsfaktorer som är nödvändiga att beakta för att ge språkintroduktionselever realistiska möjligheter att klara godkänt betyg.Svenska språket, som nytt akademiskt språk, framstår som en av de största utmaningarna i elevernas matematikundervisning. I arbetet framkommer likheter men framförallt skillnader mellan tidigare och nuvarande skolgång. Dessa är t.ex. skillnader mellan auktoritära och auktoritativa fostrans- och kommunikationsstilar samt skillnader i sociokulturellt grundade beteendemönster som är svårupptäckta och kan utgöra stora hinder i matematiklärandet i Sverige. Vissa elever visar på egna effektiva arbetsmetoder medan andra har behov av anknytning, stöd och hjälp för att finna nya sätt att arbeta och lära i en svensk skola med ökad frihet under ansvar.Enligt Skolinspektionens kvalitetsgranskning av språkintroduktionsutbildningen på 42 skolor (Skolinspektionen, 2017) varierade förutsättningarna för eleverna att nå måluppfyllelse avsevärt. Slutsatserna i detta examensarbete pekar på avgörande framgångsfaktorer för språkintroduktionsarbete som är förslag på åtgärder mot vissa av de tillkortakommanden som framkommit i Skolinspektionens kvalitetsgranskning.
This qualitative study covers the subject of mathematics. The methods used are student interviews, meetings and discussions with teachers as well as review of mathematical test scores and a broad, inductive, thematic analysis of the interview data.It describes students’ perceptions of obstacles and opportunities in their schooling in mathematics prior to arriving in Sweden and in their Swedish second language introductory program. The results also provide the students’ views on their possibilities to pass in mathematics. A discussion concludes critical progress factors that need to be addressed in order for the students to have realistic possibilities to pass in mathematics.Swedish, as a new academic language for the students, is one of the biggest challenges in their mathematics education. The study describes similarities, but most of all differences between their schooling before and after arrival in Sweden. Among those are differences between authoritarian and authoritative styles of education and communication as well as differences in socio-culturally based behaviours of which the latter can generate huge learning obstacles if not addressed. Some students have manged to adopt effective working methods while others show a need for bonding, support and assistance to cope in the Swedish school characterized by freedom with responsibility.In 2017, the Swedish school inspection authority conducted a quality inspection of 42 schools engaged in second language introduction programmes (Skolinspektionen, 2017). The outcome revealed shortcomings, i.e. the possibilities for students to reach their goals in those programs varied significantly. The critical progress factors of this study address some of the shortcomings highlighted in the quality inspection, thus emphasizing the relevance of this study.

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Zettler, Gregory M. "Naval Academy athletic programs as predictors of midshipmen academic and military performance." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FZettler.pdf.

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Thesis (M.S. in Leadership and Human Resoource Development)--Naval Postgraduate School, June 2002.
Thesis advisor(s): Greg Hildebrandt, Roger D. Little. Includes bibliographical references (p. 67-68). Also available online.

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Dissertations / Theses on the topic 'Academic progress'

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