Dissertations / Theses: 'Education gaps'

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Serefoglu, Henkoglu Halise. "Computer Education In Turkish Basic Education Schools: Gaps Between Policy And Practice." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610675/index.pdf.

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The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about the effectiveness of the new curriculum. The second aim is to criticize the main barriers and enablers in computer education by comparing the policy of computer education with the existing school practice. In this study, a mixed method research approach including both quantitative and qualitative traditions is employed as the primary research method of the study. A mixed method approach is followed based upon a quantitative method to explore the perceptions of computer teachers and a follow-up qualitative method including document analysis to confirm and complement the quantitative findings. By using both qualitative and quantitative data collection and analysis techniques, it was aimed to answer the research questions sufficiently in a single study and enhance the reliability and validity of the research results. In this study, firstly, quantitative data was collected by using a questionnaire as a preliminary analysis of computer teachers&rsquo
perceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession
and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.

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McDaniel, Anne E. "Three Essays on Cross-National Gender Gaps in Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313449850.

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Wong, Kee Luen. "Curriculum gaps in business education : a case study of stakeholders' perceptions." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7447.

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The primary objective of this study is to identify the perspectives of the stakeholders on the business curriculum, and the curriculum gaps between them. While the perspectives can be captured on a few continuum, such as the ‘critical’-‘managerialist’ continuum (Macfarlane and Perkins, 1995), this study chose to measure the perspectives of the stakeholders on the ‘about business’-‘for business’ continuum (Tolley, 1983). The study collected primary data from the business lecturers, the business alumni, and the business students of the case institution. The data were collected from the target respondents via a constructed, pilot-tested and reliable questionnaire. The questionnaire made it possible to measure the perspectives of the stakeholders in terms of ‘about business’ and ‘for business’. The results confirmed that the lecturers have a high ‘about business’ orientation (mean = 4.25 out of 5). The ‘about business’ mean score of the alumni is 3.70 and the mean score for the students is 3.71. It is surprising that the lecturers scored high in ‘for business’ (mean = 3.88 out of 5), even higher than for the alumni (mean = 3.35) and the students (mean = 3.38). The t-test procedures confirmed the curriculum gap in terms of ‘about business’ between the lecturer and the alumni is significant (t=4.47, p=0.001); and between the lecturers and the students is also significant (t=4.45, p=0.001). The curriculum gap in terms of ‘for business’ between the lecturers and the alumni is significant (t=3.80, p=0.001); and between the lecturers and the students is significant (t=4.06, p=0.001). Both the ‘about business’ score and the ‘for business’ score of the lecturers are higher than those for the alumni and the students, indicating that the lecturers intend to provide a business curriculum to educate the students for life and at the same time preparing the students for employment. Although there is no cause for concern in this respect, the lecturers are recommended to collaborate with the stakeholders in order to satisfy the expectations of all stakeholders concerned.

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Zhang, Xu. "Fecundity and husband-wife age and education gaps at first marriage." Diss., Online access via UMI:, 2009.

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Kim, Eliza. "New Leaders of Charter Schools Who Close Achievement Gaps in Urban Public Schools." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842678.

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This dissertation studies 7 high-performing middle school principals’ leadership styles and programs as measured by their student achievement on the California Assessment of Student Performance and Progress or CAASPP. The qualitative research includes interviews of these identified school leaders about their self-reported strengths that account for their students’ success. While Kouzes and Posner’s set of leadership practices is the theoretical framework behind this study, the primary investigator developed two themes evident in both the high-achieving schools and its highly effective principals: strong people skills, and the ability to create and implement programs that affect a group who have been prejudicially described as low-income and low-performing. The participants’ lived experiences as charter school leaders who work with underserved communities add to a very limited body of research of urban education and how charter schools bridge the proverbial academic achievement gap.

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DuCovna, Susan B. "The Stalled Race to Close Literacy Achievement Gaps: Federally Legislating Public Education." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365550966.

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Heldman-Holguin, Stacy. "Former foster youth in the college setting: Bridging the gaps on the road to success." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/64.

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Less than 5% of former foster youth in America graduate with a bachelor's degree. The goal of this phenomenological research was to use student voices to identify or better understand promising practices that support the success of former foster youth. Two California State University (CSU) campuses were chosen as research sites because the California Education Code has language indicating CSUs responsibility to recruit, serve, and graduate former foster youth. Through purposeful sampling, eight students who were successfully approaching graduation were selected. The data collected through two interviews, a biographical questionnaire, and a photo review were subject to thematic identification and analysis of the use or lack of use of the types of capital outlined in the community cultural wealth theory. Five themes and the abundant and lacking types of capital were identified. Identified themes were student services and programs, mentorship, financial challenges, family dynamics, and self-determination. The participants were found to have abundant aspirational, navigational, resistance, and certain aspects of familial capital. They were found to be largely lacking in cultural, social, spiritual, linguistic, and other aspects of familial capital. Through the identification of the themes and the evaluation of capital, promising practices and next steps were identified and additional research needs brought to light.

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Yoon, Aimee Jean Yoon. "Racial Achievement Gaps among Young Children: How Do Schools Matter?" The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1498142602172034.

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Amador, Lui. "Strength within| Addressing Structural Opportunity Gaps for Men of Color at 4-Year Universities through a Strengths-Based Approach." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825323.

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The enrollment, retention, and graduation rates for African American, Latino, Native American, and segments of Asian and Pacific Islander men in higher education are disproportionately lower than women from all racial groups and White men. A significant body of research substantiates the concern by institutions on the opportunity gap for men of color in higher education. Despite the research and concerted efforts by institutions, this opportunity gap continues to affect the educational and overall college experience of men of color. Through qualitative interviews employing a photo elicitation protocol and a conceptual framework based on validation theory, Critical Race Theory (CRT) and Anti-Deficit Perspectives, this study examines the social, cultural, and institutional factors that shape this population’s experience in higher education. This research will examine the strengths and assets that men of color identify as supporting their success in college. This study will also examine how institutional resources and practices informed by an anti-deficit framework can effectively improve the experiences of men of color in school.

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Pittman-Windham, Shonda Patrice. "Addressing Gaps in Student Reading: READ 180 Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1368.

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Students are reaching middle school 2 or more years behind in reading ability. As a result, they are unable to meet state testing standards. In 2007, the READ 180 program was implemented at an urban middle school in Virginia to address the reading gaps of these middle school students. The purpose of this sequential mixed-method program evaluation was to analyze the reading success of 30 READ 180 students and the perceptions of 4 teachers who taught the READ 180 curriculum. The theoretical framework that served as a basis for this study was Vygotsky's zone of proximal development, which holds that independent thinking is facilitated by developmentally-appropriate instruction. Research questions examined the strengths and weaknesses of the program and its effectiveness on helping the students improve their reading ability. Student scores from the program assessments were examined using a paired samples t test and by comparing central tendencies. An analysis showed a 15% increase in students' SRI pre- and posttest scores, noting that 6.67% of students passed the reading SOL. Themes from the teacher interviews indicated that the teachers perceived the training to be sufficient and that the materials and technology were authentic; however, updated curricula materials were needed. The quantitative and qualitative research data were used to generate an evaluation report to share explicit research findings with the school division and parents about the programs' successes and needs for improvement. Social change was supported by evaluating a reading intervention program designed to increase middle school students' reading ability.

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Rose, Heather. "Issues in education : math curriculum and earnings, test score gaps, and affirmative action /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3015848.

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Baker, Joseph O., and Andrew L. Whitehead. "Gendering (Non)Religion: Politics, Education, and Gender Gaps in Secularity in the United States." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.1093/sf/sov119.

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Gender gaps in religiosity among Western populations, such that women are more religious than men, are well documented. Previous explanations for these differences range from biological predispositions of risk aversion to patriarchal gender socialization, but all largely overlook the intersection of social statuses. Drawing on theories of intersectionality, we contribute to the cultural and empirical analysis of gender gaps in religiosity by documenting an interactive effect between gender, education, and political views for predicting religious nonaffiliation and infrequent attendance at religious services among Americans. For highly educated political liberals, gender gaps effectively disappear, such that men and women are almost equally likely to be secular (or religious). The results have implications for the long-standing disputes about the gendered “nature” of religiosity and highlight the importance of multiple intersecting statuses and modalities in shaping aggregate patterns of religiosity and secularity.

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EMAS, RACHEL. "Achievement Gaps Throughout the Education Pipeline: Tracking the Trends Before and After the Florida Education Governance Reorganization Act of 2000." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2447.

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To assess the effectiveness of the Florida Education Governance Reorganization Act of 2000, I analyze the achievement gaps across different levels of the education pipeline: elementary, secondary, and postsecondary. This paper evaluates three objectives of Florida's new system: strengthening of foundation skills, improvement of college and career readiness, and the expansion of opportunities for postsecondary degrees, by asking: Has the introduction of a PreK-20 seamless system in Florida reduced the educational achievement gaps between students, compared to Texas, which has not instituted a seamless system? At the elementary level, the analysis looks at 4th and 8th grade National Assessment of Education Progress (NAEP) average scale scores, from 1998 to 2007, of White, African-American, and Hispanic students and those students eligible and ineligible for the National School Lunch Program. At the secondary level, a comparison is made between the Advanced Placement passing rates of White, African-American, and Hispanic students from 1997 to 2008. At the postsecondary level, this paper examines the proportion of professional, master, and doctoral degrees awarded to White, African-American, and Hispanic students from 1995 to 2007. Results show that although Florida has raised the level of achievement for White, African-American, and Hispanic students in the past ten years, disparities between these groups still exist in NAEP scores, AP passing rates, and the proportion of graduate degrees conferred. Therefore, while the state has made progress towards its three goals, achievement gaps still remain in several levels of Florida's PreK-20 education system.
M.A.
Department of Political Science
Sciences
Political Science MA

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Emas, Rachel. "Achievement gaps throughout the education pipeline tracking the trends before and after the Florida Education Governance Reorganization Act of 2000 /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002705.

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Crathan, Ansbert. "Challenges in service marketing in private sector education." Thesis, Queensland University of Technology, 2002.

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Bogdon, Tara. "Achievement in the classroom what teachers can do to increase student learning and reduce achievement gaps /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bogdon_TMIT2010.pdf.

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Alexander, William A. "Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086274816.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiii, 326 p.; also includes graphics. Includes abstract and vita. Advisor: Arthur White, College of Education. Includes bibliographical references (p. 231-244).

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Allen, Julia G. G. "The Extent to Which the School Leader Makes Efforts to Close Black Male Achievement Gaps that Promote Reconciliation of Value Differences within the School Organization." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258323.

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As a society, America has struggled to resolve some deep-seated differences over values. These differences are most visible and divisive in the historical White-Black dichotomy. In the realm of education, the Black male achievement gap is a vivid reminder of this previously legalized oppressor-oppressed relationship.

The Black male achievement gap is a particularly unique phenomenon in that Black male students surpass every other racial and gender category in educational achievement gaps (NCES, 2013a, 2013b, 2014a, 2014b; NAEP, 2011, 2013). This phenomenon is well-known and well researched. Many researchers point to a fundamental conflict over values that results in this lingering gap between Black male students and their peers. Though these value differences have been researched, how these differences are being reconciled in efforts to close Black male achievement gaps is not known.

Argyris and Schön’s (1978, 1989b) theoretical framework provides a practical way to engage the values of the school organization. This perspective allows social scientists to understand whether or not the values guiding the actions of the organization are enabling the organization to effectively meet its stated goals. This research study analyzes a school’s process of responding to the Black male achievement gap, focusing on the school leader’s efforts to close these gaps. The theory of action framework allows the school leader’s efforts to be mapped, distinguishing between espoused and in-use theories of action and understanding if and how the in-use theories are reconciling value differences within the school organization.

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Daniel, Kim. "Identifying the gaps towards an inclusive educational system within Québec: collectively examining the perceptions of different groups of educators." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103546.

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The studies presented in this thesis examine the perceptions and experiences of different groups of educators working in inclusive settings in Montréal, Québec at the elementary school level. In Study 1, survey data from 600 educators (regular classroom teachers, resource teachers, non-teaching professionals and support staff) were analyzed to assess their knowledge and attitudes (challenges, stressors and success) about working with students with developmental disabilities in an inclusive school setting. Findings reveal that various groups of educators reported having limited knowledge regarding different developmental disabilities (e.g., the non-teaching professionals group reported the least amount of knowledge relative to the other groups of educators). Furthermore, this study revealed that there is great variability between different groups of educators with regard to their attitudes in working in an inclusive school setting. Study 2 adds to this work by exploring the phenomenon of school inclusion from the perspective of various educators (i.e., 5 regular classroom teachers, 10 non-teaching professionals and 5 support staff) who work with children with different developmental disabilities. This study is located within a social constructivist qualitative research paradigm that used a hermeneutic phenomenological approach to gain a rich understanding of the different experiences of educators working in an inclusive educational setting. Two research questions guided this study: (1) How do educators understand their experiences working with children with different developmental disabilities in an inclusive educational setting? and (2) How do educators see the future of school inclusion within Québec? Findings reveal three main categories that affect the adoption of inclusive practices: (1) internal challenges within the inclusive classrooms, (2) systemic challenges within the inclusive setting, and (3) lack of a shared vision of inclusion among educators. Furthermore, this qualitative study revealed a unique challenge (i.e., trying to facilitate inclusive education in a province where their educational system is divided by language, French and English) that can hinder the practice and implementation of school inclusion in Québec. The final discussion chapter centers on the interplay between Study 1 and 2. Results, whether quantitative or qualitative, reveal the differences and similarities between the various groups of educators with respect to their perceptions and experiences working in an inclusive educational setting. These similarities and differences shared by all educators may be seen as important predictors of the success or failure of school inclusion. Implications for policy and the practices of the different educators working in an inclusive school are discussed.
Les études présentées dans cette thèse examinent les perceptions et les expériences des différents groupes d'éducateurs œuvrant dans des écoles primaires intégratrices à Montréal (Québec). Dans la première étude, les données fournies par 600 éducateurs (enseignants de classe ordinaire, enseignants ressource, professionnels non-enseignant, personnel de soutien) ont été analysées pour évaluer leurs connaissances et attitudes (défis, facteurs de stress et succès) relatives au travail auprès d'élèves présentant des troubles développementaux dans des écoles intégratrices. Les résultats ont révélé que les connaissances de certains groupes d'éducateurs face aux troubles développementaux étaient limitées (p. ex., les professionnels non-enseignants disposaient du plus faible niveau de connaissances en comparaison avec les autres groupes). L'étude à également révélé qu'il existe une variabilité considérable entre les différents groupes d'éducateurs quant à leur attitude envers l'intégration en milieu scolaire. La deuxième étude, complémentaire à la première, explore l'intégration en milieu scolaire du point de vue des divers éducateurs (p. ex., 5 enseignants de classe ordinaire, 10 professionnels non-enseignant, 5 employés de soutien) travaillant avec des enfants présentant des troubles développementaux. Cette étude adopte un paradigme de recherche qualitatif constructiviste et a utilisé une approche phénoménologique pour acquérir une compréhension approfondie des expériences vécues par les éducateurs évoluant dans un contexte d'intégration en milieu scolaire. Cette étude reposait sur deux questions : (1) Comment les éducateurs issus d'écoles primaires intégratrices perçoivent-ils leurs expériences de travail auprès des enfants présentant divers troubles développementaux ? (2) Comment les éducateurs entrevoient-ils le futur de l'intégration en milieu scolaire au Québec? Les résultats ont révélé trois principales catégories influençant l'adoption de pratiques intégratrices : (1) défis au sein des classes intégratrices; (2) défis systémiques au sein de l'école intégratrice; (3) opinions divergentes des éducateurs face à l'intégration. De plus, cette étude qualitative a révélé un défi unique : le système d'éducation québécois est partagé entre le français et l'anglais, ce qui pourrait entraver la consolidation et l'implantation de l'intégration scolaire. Le chapitre final porte sur la corrélation entre les deux études. Les résultats, quantitatifs ou qualitatifs, ont dévoilés les différences et les ressemblances entre les perceptions et les expériences de travail des divers groupes d'éducateurs œuvrant dans des écoles primaires intégratrices. Les différences et ressemblances partagées par tous les éducateurs peuvent s'avérer d'importants prédicteurs du succès ou de l'échec de l'intégration en milieu scolaire. Les implications en termes de politiques et de pratiques pour les divers éducateurs œuvrant dans une école intégratrice sont également abordées.

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Donaldson, Stacey. "Web 2.0 Tools and Communities of Practice: Bridging Gaps in Novice Teacher Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3027.

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Novice teachers do not have sufficient opportunities to troubleshoot real-world teaching situations prior to having their own classrooms. Antiquated professional development (PD) models lack the collaboration element that provides authentic application of concepts. This qualitative case study was conducted to fill a gap in research on novice teachers' voluntary participation in an online community of practice. The study explored how the situated learning in this virtual community addressed the cognitive and social needs of early career teachers as they made the theory to practice connections. The community of practice framework and the social learning theories supported socialization as essential in early career teachers' growth. Research questions in the study examined five teachers' beliefs about collaboration- in promoting community engagement, the influence of voluntary participation on the quality of teacher engagement, and teachers' perceptions of the use of Web 2.0 technology to build community. A priori codes were created using the theoretical frame and research questions to guide the analysis of audio, transcriptions, observations, and other coded artifacts to find themes and patterns promoting internal validity. Findings revealed teachers' belief in collaboration impacted their level of engagement virtually. While voluntary participation motivates teacher participation, it does not guarantee high quality engagement without accountability. Since attrition is a continual threat to the teaching workforce, study results validate recommending the use of virtual resources to facilitate CoPs to remedy the mentoring and coaching void for early career teachers. Also, innovative use of Web 2.0 tools should be used to expose new teachers to diverse experiences that bridge theory to practice gaps and encourage teacher leadership, which promotes retention.

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Li, Dongdong. "A Preliminary Study of the Funding Gaps Between Urban and Rural Schools in Shanghai, China 2004-2011: Amartya Sen's Capability Approach." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1418343489.

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Levesque, David. "Whose money? Whose education system? : improving aid effectiveness by examining paradigm, policy and implementation perception gaps in Pakistan's, donor funded, primary education development programme 1991-2000." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394218.

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Hines, Michael W. "Closing the gaps: An analysis of graduate students' preceived expectations and perceptions of services at a private historically Black College/University's School of Business." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/31.

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Satisfaction is the customers' evaluation of a product or service in terns of whether that product or service has met their needs and expectations. Failure to meet needs and expectations is assumed to result in dissatisfaction with the product or service. Evidence also have shown that customer satisfaction and service quality perceptions affect consumer intentions to behave in other positive ways--praising the firm (school), preferring the company (university) over others, increasing their volume of purchases (recommending/encouraging others to attend), or agreeably paying a price premium (Zeithmai & Bitner, 2000). Zeithmal and Bitner, in their research, cited a study that found there to be strong links between service quality and other behavioral intentions of strategic importance to a university such as students saying positive things about the school, planning to contribute money to the class pledge upon graduation and planning to recommend the school to employers as a place from which to recruit. This research examines the gaps of students' perception to their expectations by analyzing the correlations between five dimensions (independent variables), mean gap scores and the overall satisfaction of the students surveyed. Also, the mean gap scores and students' intentions to behave particularly related to the recommendation of the business school to others is also examined. Additionally, the paper discusses how the school's leadership, faculty. and staff can promote and continue to improve quality services to its students and a recommendation for the approach for improvement.

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Ahmed, Emtiaz Rony. "Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532072341697104.

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Chang, Briana L. "EFFECTS OF RACIALIZED TRACKING ON RACIAL GAPS IN SCIENCE SELF-EFFICACY, IDENTITY, ENGAGEMENT, AND ASPIRATIONS: CONNECTION TO SCIENCE AND SCHOOL SEGREGATION." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/333388.

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Urban Education
Ph.D.
Given the concentration of economic growth and power in science fields and the current levels of racial stratification in schooling, this study examined (1) the effects of race on students’ connectedness to science and career aspirations, (2) the extent to which these effects were moderated by school racial composition and racialized tracking, and (3) the differences in modeling effects using separate variables for race and gender (i.e., White, Black, Hispanic, female) versus race/gender (e.g., White female, Black male, etc.). Using the lens of racial formation theory, this study situated access to science knowledge as a racial project, conferring and denying access to resources along racial lines. Reviews of the literature on science self-efficacy, identity, engagement, and career aspirations revealed an under-emphasis on school institutional factors, such as racial composition and racialized tracking (which are important in sociological literature), as shaping student outcomes. The study analyzed data from the nationally representative High School Longitudinal Study that surveyed students in 2009 during their freshman year in high school and again in 2012 during most students’ junior year (n = 6,998). Affective ratings (in self-efficacy, identity, engagement) and career aspirations for students measured in 2012 were examined as dependent variables and a variable for racialized tracking was estimated given schools’ placement of students in advanced science coursework in 2012. Although school racial composition was not found to moderate race on outcome effects, primary analyses demonstrated that the presence of racialized tracking in the students’ schools did moderate these effects. Overall these results suggested that the student subgroups most often at a disadvantage compared to White students for the science outcomes studied were Hispanic males and females; Black students’ ratings and aspirations were largely on par or exceeded those of their White counterparts. In addition, results indicated that racialized tracking served to exacerbate gaps for Hispanic students and may also diminish career aspirations for Black students. Finally, while examining effects by race/gender did provide some additional insight and nuance in the interpretation of these results, there were clear instances where these more detailed analyses were not needed or may have obscured results that were clearer when aggregated by race. Given these results, implications for policy, practice, and future research are discussed.
Temple University--Theses

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Hofuku, Yoyoi, Shinya Cho, Tomohiro Nishida, and Susumu Kanemune. "Why is programming difficult? : proposal for learning programming in “small steps” and a prototype tool for detecting “gaps”." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6445/.

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In this article, we propose a model for an understanding process that learners can use while studying programming. We focus on the “small step” method, in which students learn only a few concepts for one program to avoid having trouble with learning programming. We also analyze the difference in the description order between several C programming textbooks on the basis of the model. We developed a tool to detect “gaps” (a lot of concepts to be learned in a program) in programming textbooks.

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Brady, Christopher E. "White Students in Urban Schools: The Unheard Voice in the Achievement Gap." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1364434229.

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Broome, Jessica A. "Filling Gaps in the Schoolhouse Floor: The Differential Effects of Graduation-Targeted Intervention Services on 11th Grade Academic Achievement in 2008-2009." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/eps_diss/65.

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This study aimed to explore the effectiveness of graduation coach services in reducing student risk factors for dropping out of high school and increasing student academic performance, a strong correlate of student persistence to high school graduation (Battin-Pearson et al., 2000). The study employed a quasiexperimental nonequivalent control group design utilizing student risk ratio and individualized Georgia High School Graduation Test (GHSGT) scores in English/language arts and mathematics as measures to compare students who received the services of a graduation coach to those who did not. The sample for this study included 39,326 Georgia students continuously enrolled in the 11th grade during the 2008 – 2009 school year and characterized as at risk for high school noncompletion by virtue of possessing a student risk ratio greater than zero. Of these students, 9,076 (23.08%) were selected as caseload students to receive the intervention and support services of a graduation coach (GaDOE, 2009c). To assess the differential effects of graduation coach services on student risk ratio across school improvement regions, gender, and ethnicity, the researcher conducted a series of general linear model (GLM) multivariate repeated measures analyses. Risk ratios for students served by a graduation coach were found to be significantly lower in May 2009 than in August 2008. Differences in student risk ratios existed regionally across the state regardless of graduation coach caseload status. While analyses related to the differential effects of graduation coach service provision revealed no significant difference in the student risk ratio metric according to gender, they did reflect a significant difference in the student risk ratio metric according to graduation coach caseload status and ethnicity. Regression analyses determined that student risk ratio may account for 12.5 percent of the variance in student GHSGT mathematics scores and 9.6 percent of the variance in student GHSGT English/language arts scores for first-time 11th graders. Adding student caseload status into the equation increases the variance accounted for to 12.9 percent in mathematics and 10.4 percent in English/language arts.

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Jenigar, Andrea Rita. "Nahnh Laysna Ajanib [We Are Not Foreigners]: Bridging Cultural Gaps Through Middle Eastern Young Adult Literature in the Secondary Language Arts Classroom." Ohio University Honors Tutorial College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1429880989.

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Vermeylen, Guillaume. "The Impact of Educational Mismatch on Firm Productivity, Wages and Productivity-Wage Gaps in Different Working Environments." Doctoral thesis, Universite Libre de Bruxelles, 2016. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/237924.

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Given the clear development of the educational mismatch phenomenon in our advanced economies, it seems interesting to investigate the effects of such phenomenon on the labour market. Based on available databases, this thesis gets into the research area of new working organizations and their effects on firm performance in a broader sense, by relying on a double stance. From the firm’s point of view, it analyses how educational mismatch impacts firm productivity (Chapter 2) and profitability (Chapter 3), according to different working environments. Chapter 2 provides first evidence on whether the direct relationship between educational mismatch and firm productivity varies across working environments, materialized as a socially responsible environment and a challenging environment. The results show that corporate social responsibility creates a working environment that fosters the positive impact of over-education on productivity, suggesting that socially responsible firms are more able than others to take advantage of the surplus knowledge of their over-educated workers. When investigating the role of a challenging environment, our results show that over-educated workers are more productive in firms that (i) require higher skills, (ii) rely on high-technological/knowledge processes, and (iii) operate in a more uncertain economic context, these three environments materializing a challenging situation. Chapter 3 reveals a profit-ability profile in the form of an inverted L with, at firm level, under-education being associated with a negative impact on profits, whereas higher levels of normal and over-education are associated with positive returns for firms. It also underlines caveats of relying on human capital hypothesis since increasing educational norms is associated with productivity gains that outpace hikes in labour costs, with the returns, in the case of Belgium, being captures by firms in the form of higher profits. Finally, it shows that in the particular context of high-tech industries, over-education could be a profitable strategy because hiring above educational norms leads to higher levels of profitability.From the workers’ point of view, this thesis analyses the wages impacts of educational mismatch by deepening and expanding the educational mismatch phenomenon to the skills mismatch phenomenon. Chapter 4 investigates the impact of educational and skills mismatches on workers’ wages by relying on three mismatch situations: (i) the apparent matching, where a worker is found to be properly educated but over-skilled; (ii) the apparent over-education, where a worker is found to be over-educated but properly skilled; and (iii) the genuine over-education, where a worker is found to be over-educated and over-skilled. Beside these considerations, this chapter also analyses whether the origin of the worker may influence the wage response to educational and skills mismatches. The results show that all specifications of over-education and over-skilling impact wages negatively, with the highest penalties for genuine over-education. When investigating differences between native and immigrant workers, the results suggest that immigrants suffer from a slightly higher pay penalty than natives. European immigrant and native workers thus do not seem to be that differently impacted by mismatches in terms of education and/or skills.
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished

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Mbachu, Ebenezar. "Increasing the number of minority principals to close the achievement gaps: strategies for increasing the enrollment of minority students in educational leadership-review of relevant literature." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106487.

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While there is a growing body of American literature on minority principals, there still exists a scarcity of Canadian research on principal diversity. Although the numerous benefits derived from having minority principals have been reported in the literature, the number of minority principals in Canada has not kept pace with the increasing number of visible minority citizens and K-12 students. Clearly, minority teacher recruitment, development and retention efforts are critical to increase future minority principals, but preparing more minority students in educational leadership programs must become a priority. The following research question guides this study: What does the literature suggest can be done to increase the number of minority students in Canadian educational leadership graduate programs? In addressing the question, this study reviewed strategies in the literature that have been identified and/or used to recruit, develop and retain minority students in higher educational settings. It then specifically discusses how these strategies can be used to increase the enrolment of visible minority students who are traditionally underrepresented in educational leadership programs, in comparison to their representation in the Canadian society and schools.
Bien qu'il existe aux États-Unis une quantité croissante de documentation sur les directeurs issus d'une minorité, il en existe peu au Canada. Combler les postes de directeur avec des membres d'une minorité comporte de nombreux avantages. Par contre, le nombre de directeurs issus d'une minorité au Canada n'augmente pas d'une manière proportionnelle au nombre de minorités en général et au nombre d'étudiants de catégorie K-12. Il est clair que les efforts en matière de recrutement, de formation continue et de rétention de professeurs provenant d'une minorité sont essentiels pour augmenter le nombre de futurs directeurs issus d'une minorité. Cependant, la priorité doit être accordée à la préparation d'un plus grand nombre d'étudiants provenant d'une minorité dans le cadre de programmes de leadership. La présente étude se penche sur la question suivante : quels sont les moyens suggérés dans la documentation pour augmenter le nombre d'étudiants issus d'une minorité au Canada qui sont inscrits dans des programmes d'études supérieures en éducation? La présente étude, dont l'objectif est de répondre à cette question, se veut un examen des stratégies proposées dans la documentation pour recruter, former et retenir des étudiants membres d'une minorité dans des programmes d'études supérieures. En outre, la présente étude aborde les méthodes selon lesquelles ces stratégies peuvent être utilisées pour augmenter le nombre d'étudiants membres d'une minorité inscrits dans des programmes de leadership en éducation, lequel nombre n'est pas proportionnel au nombre de minorités dans les écoles et au Canada en général.

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Centko, John David. "A Report Card for Risk Management in Higher Education for Two-Year Colleges in Minnesota, Wisconsin, and Michigan: A Study to Assess Gaps Regarding Risk Management in Higher Education." Diss., North Dakota State University, 2017. https://hdl.handle.net/10365/26709.

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The purpose of this study was to organize the identified risks into one of the five classifications in order to establish a taxonomy created by peers and to measure the variances in the level of risk at two-year colleges. A universal problem for colleges and universities is the difficulty of finding peer groups that have and are willing to share best practices about managing the risks and the losses experienced due to poor risk management. Because colleges and universities are being asked to do more with less, they cannot afford to miscalculate the potential risks that are associated with events that may affect the institutions? achievement of specific objectives. Consequently, it is essential to implement an Enterprise Risk Management system that manages the risk appetite when classifying strategic risk, operational risk, financial risk, reputational risk, and compliance risk (Kerr & Hosie, 2013). Examples of common risks for colleges and universities are identified throughout the review of literature: 24-hour access to buildings, hazing, surveillance cameras and privacy issues, blood-borne pathogens, festivals and sporting events, foreign travel, food contamination, vehicle liability, and bed-bug infestation in student housing. The following research questions guided the study: 1. How do two-year college administrators classify various risks into risk taxonomy? 2. Are there differences among the levels of perceived risk based on the level of administrative position held? 3. What new risks are surfacing at two-year colleges? 4. Are there differences among the levels of perceived risk based on the respondents? demographics?

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Ghising, Hemant Tamang. "Bhutanese Refugee Students: Their Perceptions Of High School And Challenges Of Accessing A Four-Year College Degree In The U.s." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1163.

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The recent trend of refugee resettlement in the U.S. has presumably shifted to a new and more hopeful life for refugees. However, refugees experience another phase of challenges once they resettle in the U.S. Their transition from a life of statelessness to that of the citizen in a developed country is a painful experience, yet life has improved economically, especially after years of living in poverty in a refugee camp. The fact that Bhutanese refugee parents choose to resettle in the U.S. is primarily motivated by their hopes for a better education for their children. The following qualitative research study strives to understand both the opportunity gaps and the challenges that Bhutanese refugee students experience. This study also helps to shift the narrative from the student being the problem to the school systems in place that maintains or ameliorate the gaps in opportunities for refugee students in higher education.

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Kim, Mijoo. "Korean Physical Education Teachers' and Female Students' Beliefs about Girls' Physical Activity Participation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586778263891691.

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Bell, Bethany Duncan. "Texas community college funding structure : closing the gaps while assessing the attitudes and perceptions of community college senior administrators /." View online, 2006. http://ecommons.txstate.edu/arp/200/.

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Booth, Sharon R. "A legal analysis of extended school year : field survey and identification of potential gaps and inadequacies /." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135946/.

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Diazgranados, Ferrans Silvia. "The Civic Knowledge Gaps in Chile, Colombia and Mexico: An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS)." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112704.

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The existence of significant differences in the civic knowledge, civic attitudes and civic skills of young people from different socio-economic (SES) backgrounds represent civic competence gaps that affect their ability to act as personally responsible, participatory and justice-oriented citizens in their society (Carretero et al, 2016; MEN, 2004; Westheimer & Kahne, 2004). Identifying civic competence gaps, their magnitude, and the factors that account for them should be a priority for researchers, policy-makers and educators in Latin America because they can threaten the strength, stability and legitimacy of democracies in the region (Levinson, 2010). I use data from three nationally representative samples of 8th grade students who participated in the 2009 International Civic and Citizenship Study (ICCS) to identify civic competence gaps between youth from high and low SES backgrounds in Chile, Colombia and Mexico, using eight measures related to civic competence. I document large gaps in students’ civic knowledge in the three countries, and small gaps in their internal sense of political efficacy, intention to participate in future electoral processes and legal and illegal protests, as well as in their attitudes toward corruption, authoritarianism and disobeying the law. I do not find gaps in their attitudes toward civil disobedience. I then use the Oaxaca-Blinder method (Oaxaca, 1973; Blinder, 1973) to identify how 1) differences in access to school resources, positive school climates and interactive civic learning opportunities, and 2) differences in the civic knowledge gains that students from different SES backgrounds obtain from equal school resources, school climates and civic learning opportunities, account for the civic knowledge gaps in these countries. Findings suggest that the largest portion of the civic knowledge gap in Chile is due to differences in civic knowledge gains, but in Colombia and Mexico the largest portions are due to differences in access. In all three countries high SES students have significantly more access than low SES students to the school resources, school climate and civic learning opportunities that are associated with higher civic knowledge, and in every case, the school SES accounts for the largest portion of the explained civic knowledge gaps. Given equal characteristics, low SES students in Colombia and Mexico –but not in Chile- obtain more civic knowledge gains than high SES students from school resources, school climate and civic learning opportunities.

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Du, Toit Charlene. "Geskoolde werkloosheid in Suid-Afrika, met spesifieke verwysing na die Noordwes Provinsie / Charlene du Toit." Thesis, North-West University, 2005. http://hdl.handle.net/10394/904.

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This study investigated schooled unemployment by focusing on the following aspects: The importance of a positive interaction between the education system and the labour market. The importance of a positive interaction between the education system and employment opportunities. The importance of the involvement of employers in education. With a "school-to-work change, it is clear that the economic "health" of the community is located in the viability of school education. The country is experiencing an acute need for highly trained workers, and this inhibits its long-term economic growth and international competitiveness. It thus seems as if a gap exits between the labour market's changing requirements and the education system's way of preparing the country's youth for a career. Education, according to literature, is too academic, while vocationally directed education does not receive sufficient attention. The value of any education system is seated in the preparation of learners for employment opportunities and better living conditions, and in this connection theory and practice ought to be integrated, which will result in the education system providing in the real needs of the community.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

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McKinney, Elizabeth G. "Rhetorical Technical Communication: Exploring the Gaps, Connections, and New Boundaries Between the Fields Through an Analysis of Instruction Manuals." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay148188814788489.

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Specht, Annie R. "Investigating the Cultivation Effects of Television Advertisements and Agricultural Knowledge Gaps on College Students’ Perceptions of Modern Dairy Husbandry Practices." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280251557.

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Martin, Kasey J. "IMPLEMENTING SOCIAL EQUITY IN THE PUBLIC SECTOR: HOW COMMUNITY COLLEGES ACHIEVE THE DREAM." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3601.

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Equity is an American ideal, one that is considered the cornerstone to good governance (Gooden, 2011). Achieving equity requires the eradication of racial disparities in opportunities and outcomes, particularly in education. Creating equitable educational experiences at community colleges is the focus of this research. The purpose of study is to examine the issue of social equity within community colleges in an effort to understand: (1) their efforts to promote student success through equity; (2) their commitment to social equity; and (3) the institutional change that is necessary to create an institutional culture that values social equity and is accountable for equitable student outcomes. Social equity is intrinsic for the promotion of student success within community colleges. The primary findings of this study are the: Leadership at the president and senior administrator level is necessary for the conceptualization and communication of an institutional vision of equity. Once leadership direction and commitment has been established, broad engagement across the institution is necessary for implementation of institutional changes needed to achieve equity. Improving student success was defined as the means for achieving equity by Round 1 Achieving the Dream colleges. It is vitally important to have the institutional research capacity that allows for analysis of student progression data, examination of achievement gaps through the disaggregation of student outcome data, evaluation of efforts implemented to improve equitable student outcomes and the overall culture of data informed decision making. Round 1 Achieving the Dream colleges are more comfortable with the “lift all boats” approach to student success versus a targeted approach based on data disaggregation and achievement gaps. To implement equity, it is important for community colleges to respond to outcome disparities on an institutional level by committing to the goal of equity. This study shows that recognizing inequity is the first step toward achieving equity. The pursuit of social equity within our public institutions and those that they serve is imperative to a nation that values democratic ideal of equality.

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Jain, Rahul. "Community colleges as labor market intermediaries: a comparative case study of departmental activities in reducing labor market gaps." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37240.

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Labor market intermediaries (LMIs) have taken on a greater role in regional labor markets as flexibility of work has increased over the past thirty years. These shifting roles necessitate a greater look at institutions that act as LMIs and the services they perform for workers and employers. Community colleges have recently been highlighted as one of the institutions serving workers that offer market molding activities, going beyond more traditional LMI market matching activities. This study compared four LMI placement and career activities - project based learning, internships and cooperative education, specialized accreditation, and industry advisement through councils - for five similar programs of study at community colleges in the City University of New York (CUNY) system to analyze the effects of these activities on employment placement. Greater utilization of these activities by community college departments was found in most cases to be beneficial for students as it regards employment placement in career fields related to the field of study. Activities that were successful in encouraging students to take part in forms of assessment of job-readiness, either through existing standardized testing of job skills or actual work experience, were found to be particularly valuable. These outcomes suggest that mature industries and occupations with established forms of assessment are more likely to provide a smooth transition from degree attainment to employment. Implications for community college administrators and funders are discussed.

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Makrwede, Fundiswa. "Investigating gaps in the application of financial management systems by schools receiving section 21 funding : case study for Mthatha education district schools - Eastern Cape province." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71931.

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Thesis (MPA)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Following significant changes in legislation since the enactment of The Constitution of South Africa, 1996, and also accelerated by the ratification of the South African School Act of 1996, the array of services delegated to schools has placed an ever greater responsibility on school governing bodies and principals. Key to those responsibilities is the capacity to manage school finances. Although the South African Schools Act gives schools freedom to exercise their authority in managing school finances, along with this goes the responsibility to maintain with due regard proper accountability and control over the expenditure of public funds. This investigative research study looked at the extent to which the financial management systems employed in schools in utilizing Section 21 funding comply with relevant legislative and policy framework. In terms of financial management, schools are divided into two categories. There are Section 20 schools whose budget is centralized and managed by the Department of Education. Then there are Section 21 schools whose budget is decentralized to schools and these schools have sovereignty in managing their financial resources in compliance with relevant legislation, policies and procedures. A non-empirical study was undertaken which reviewed and analyzed literature on a financial management legislative framework as well as systems and procedures of financial management applicable to public institutions in general and those that relate specifically to schools. Subsequent to that, an empirical investigation was conducted. A questionnaire was issued to 72 principals who formed the sample of the study. The sample represented 21.3% of the total number of Section 21 Schools in the district of Mthatha. The questionnaire was administered to solicit the extent to which principals understand and apply the legislation, policies and procedures that underpin financial management systems in schools. Focus group interviews were held with school finance committees. These discussions were used to collect a wider range of information and insight on how schools manage financial resources. A qualitative financial documentary analysis was conducted in four schools. To achieve a holistic understanding of the research problem in-depth interviews were also conducted with district officials. The study revealed that, there is indeed a noteworthy divergence between the directives of the applicable financial policies and financial management practices in the majority of schools. The most critical deviations identified include, absence of clear policy directives on procurement procedures and financial controls, poor financial recording and lack of clarity on the roles and responsibilities of different financial structures. The key recommendation of the study is the establishment of an internal audit unit within the district which will serve as a basis of the fiscal oversight processes for schools. Since this unit will work closely with schools, this will advance significant improvements in financial accountability, systems of internal control in school and general financial administration processes. This unit will advance ongoing support in the form of training, monitoring and mentoring of the governing bodies and principals to inculcate strong financial leadership in schools.
AFRIKAANSE OPSOMMING: As gevolg van betekenisvolle verandering in wetgewing sedert die promulgasie van die S.A. Grondwet in 1996, en bespoedig deur die bekragtiging van die Suid-Afrikaanse Skolewet van 1996, word ’n uiteenlopende verskeidenheid bevoegdhede tans aan skole toegewys. Dit plaas toenemende verantwoordelikheid in die hande van beheerliggame en skoolhoofde. Aan die kern hiervan lê die bevoegdheid om skoolfinansies te bestuur. Alhoewel die Suid-Afrikaanse Skolewet vryheid aan skole verleen om hulle gedelegeerde mag betreffende finansies na goeddunke uit te oefen, gaan dit gepaard met verantwoordelikheid om omsigtigheid aan die dag te lê en aanspreeklikheid vir die aanwending van openbare fondse te aanvaar. Hierdie ondersoekende studie het nagevors in watter mate die finansiële bestuurstelsel wat skole gebruik om Seksie 21-befondsing te benut, voldoen aan die vereistes van die relevante wetgewing en voorgeskrewe beleidsraamwerk. Skole word, volgens finansiële bestuursreëls, in twee kategorieë verdeel. Daar is Seksie 20-skole, wie se begrotings gesentraliseer en deur die Departement van Onderwys bestuur word. Daar is ook Seksie 21-skole wie se begrotings gedesentraliseer is. Laasgenoemde skole besit dus die volwaardige reg om hul finansiële hulpbronne self te bestuur; solank dit voldoen aan voorgeskrewe wetgewing, beleid en prosedure. ’n Nie-empiriese studie is onderneem om die toepaslike literatuur oor finansiële bestuur en die betrokke wetgewingsraamwerk in oënskou te neem. Verder is die sisteme en finansiële bestuursprosedures wat betrekking het op openbare instellings in die algemeen, en op skole in die besonder, ook ondersoek. Hierna is ’n empierise ondersoek gedoen. ’n Vraelys is aan 72 skoolhoofde, die monster vir die ondersoek, gerig. Dié monster het 21.3% van die totale aantal Seksie 21-skole in die Mthatha-distrik verteenwoordig. Die vraelys was sodanig saamgestel en geadministreer dat dit die nodige inligting sou bekom om te kan bepaal tot watter mate skoolhoofde wetgewing, beleid en prosedure, wat finansiële bestuurstelsels in skole ondersteun, verstaan en toepas. Gefokusde groep-onderhoude is met skole se finanskomitees gevoer. Hierdie besprekings is aangewend om ’n wyer reeks inligting en insigte te bekom oor hoe skole hulle finasiele hulpbronne bestuur. ’n Kwalitatiewe dokumentêre analise van vier skole se finansiële state is uitgevoer. Om ’n meer omvattende begrip van die navorsingsproblematiek te bekom, is in diepte onderhoude, op ’n een-tot-een basis, ook met distriksamptenare gevoer. Dit het aangedui dat daar inderdaad, by ’n meerderheid skole, ten opsigte van die voorgeskrewe finansiële beleid en bestuur, noemenswaardig uiteenlopende toepassing van riglyne was. Die mees kritieke afwykings geïdentifiseer, sluit in: gebrek aan duidelike beleidsriglyne oor aanskaffingsprosedure en finansiële beheer, swak boekhouding en onduidelikheid oor die verpligtings en verantwoordelikhede van die verskillende finansiële strukture. Die studie se sleutelaanbeveling is dat ’n interne ouditeenheid vir die distrik tot stand gebring moet word. Dit sal die ruggraat vorm vir die fiskale toesighoudingsproses vir die betrokke skole. Aangesien hierdie ouditeenheid nou saam met skole sal werk, sal dit tot betekenisvolle verbetering van interne finansiële beheerstelsels van skole lei en beter algemene finansiële beheer en administratiewe aanspreeklikheid tot gevolg hê. Hierdie eenheid sal deurlopend, deur middel van opleiding, monitering en mentorskap aan bestuursliggame en skoolhoofde, ondersteuning verleen. Sodoende sal ’n kultuur van sterk finansiële leierskap in skole gevestig word.

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Olivo, Julio C. II. "The Relationship Between Academic Emphasis and Academic Achievement for African-American Students in Predominately White Suburban Schools." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275048236.

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Ng, Wai Yee Elizabeth. "How are linguistic gaps bridged in the content-based, kindergarten classrooms? : a case study of focus on form in the pre-school context." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/494.

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Willis, Renee T. "The Effect of a Dropout Prevention Program for Black High School Males in the Cleveland Metropolitan School District." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340288622.

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Trotter, Stormy P. "Countering the Misconceptions of Media Portrayal Using Creative Expression: An Examination of Veterans With PTSD and the Complexity of Identity Gaps." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491262570887116.

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Hanners, Grace. "Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2730.

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Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement (r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

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Spivack, Sheryl Marie Elliott. "A consensus model approach for assessing gaps between education system outputs and human resource demands in the tourism and hospitality sector to aid in the attainment of quality service goals." Thesis, University of Buckingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313861.

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Langevin, Gabin. "Cultural identity, immigrant assimilation and socioeconomic inequalities." Thesis, Rennes 1, 2014. http://www.theses.fr/2014REN1G027/document.

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Les questions relatives à l’intégration des immigrés et de leurs descendants ne sont pas nouvelles dans la littérature économique. Celles-ci ont toutefois majoritairement été traitées du point de vue de l’efficacité économique de l’immigration ou des discriminations. L’assimilation culturelle revient, elle, régulièrement au cœur du débat public et en particulier au travers des notions d’identité nationale et culturelle. La théorie de l’identité est apparue en économie il y a une dizaine d’années et a permis d’améliorer la compréhension des décisions des individus lorsque ceux-ci se définissent par leur appartenance à un ou plusieurs groupes auxquels sont attachées des normes de comportement. A l’aide de cette théorie, nous regardons à quel point l’identité culturelle, considérée comme l’expression de l’assimilation culturelle des immigrés, permet d’améliorer la compréhension des inégalités socioéconomiques. Après avoir rappelé l’importance du contexte familial et du niveau d’éducation dans la réussite professionnelle des immigrés et descendants d’immigrés, nous analysons la formation de l’identité culturelle. Si l’identité ethnique diminue avec le temps passé dans le pays hôte, elle dépend aussi de la manière dont elle est mesurée. Nous mettons ensuite en évidence un impact négatif de l’identité ethnique sur l’accès à l’emploi et la participation politique mais neutre sur le niveau de salaire. Enfin, à l’aide d’une expérience contrôlée en laboratoire, nous vérifions de manière plus générale l’influence significative de l’identité de groupe sur les décisions individuelles
Immigrants’ and their descendants’ assimilations are old issues in the economic literature. However, they have mainly been investigated in terms of immigration economic efficiency and discriminations. At the same time, cultural assimilation is a recurrent issue in the public debate and particularly through the concepts of national and cultural identity. The identity theory came out in economics more than a decade ago. It allowed improving the understanding of individuals’ decisions when they define themselves by their belonging to one or more groups to which behaving norms are attached. Thanks to this theory, we explore to what extent cultural identity, seen as the expression of immigrants’ cultural assimilation, allows improving the understanding of socioeconomic inequalities. We first highlight the importance of the family context and the educational attainment for the professional outcomes of first and second generations of immigrants. Then, we analyze the formation of the cultural identity. If ethnic identity diminishes with time since arrival in the host country, it also depends on the way it is measured. We exhibit a negative influence of ethnic identity on employment and voting participation but neutral on the wage level. Finally, thanks to a laboratory controlled experiment, we verify in a more general framework the significant role of group identity on individual behaviors

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Dissertations / Theses on the topic 'Education gaps'

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