Dissertations / Theses on the topic 'Educational Outcomes'
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Lam, Oi-yeung. "Family dynamics and educational outcomes." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31472370.
Full textLam, Oi-yeung, and 林藹陽. "Family dynamics and educational outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31472370.
Full textSilva, Ana Paula Melo da. "Gender, Skills and Educational Outcomes." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/12/12138/tde-21032016-131704/.
Full textPor que meninas e meninos têm desempenhos diferentes na escola? Nesta pesquisa, vamos examinar as disparidades de gênero no desempenho escolar em Linguagem e Matemática utilizando um novo conjunto de dados de 10.000 alunos do Sistema Público de Ensino de São Paulo, Brasil. O amplo conjunto de informações disponíveis nos permite testar a importância relativa das competências socioemocionais e incentivos à educação sobre os resultados educacionais de meninos e meninas. Nós traçamos um perfil socioemocional único de meninos e meninas no Brasil e encontramos diferenças de gênero significativas nas habilidades e incentivos à educação. Realizando um exercício de decomposição, descobrimos que a diferença de gênero nos resultados educacionais é significativamente explicada pelas diferenças nos níveis de insumos observados, especialmente incentivos à educação. Ainda, encontramos novas evidências sobre a importância dos incentivos à educação para explicar as diferenças de gênero em notas de sala de aula e resultados de testes padronizados.
Austin, Wesley A. "Adolescent alcohol use and educational outcomes." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001775.
Full textShakeshaft, Nicholas Graham. "From cognitive abilities to educational outcomes." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/from-cognitive-abilities-to-educational-outcomes(8619b86e-ce2b-492f-969f-2d8511b3ec17).html.
Full textJohnston, Jaures Prescott. "Predicting Educational Outcomes For Students Returning From Incarceration." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/42850.
Full textPh.D.
During the 2005-2006 school year, 967 students returned from incarceration and were assigned to RETI-WRAP (Re-Entry Transition Initiative-Welcome Return Assessment Process), a ten-day transition program operated by the School District of Philadelphia designed to review, evaluate, and make recommendations for appropriate school placement upon their return to the public school system. The current study employed a retrospective analysis of archival data from the ’05-’06 school year in order to identify those variables that predict successful transition (active in school or graduated). The data included demographic information (e.g., gender, grade, high school credits, and race), educational placement (e.g., regular or special education), severity of crime and reading and math scores as determined by standardized testing conducted by RETI-WRAP personnel. Eight variables were used to determine the prevalence, relationships, and predictive power of demographic, academic, and crime-related variables. Frequency distributions, Pearson correlations, Phi coefficients, and discriminant function analysis were conducted to examine prevalence, associations between variables, and predictions to successful re-entry. A significant Wilks’ Lamba of .945 was obtained for the sole discriminant function. Three variables emerged as significant predictors of successful re-entry: the number of credits obtained, the severity of the crime committed, and the age of the student. Younger students with more credits who committed less severe crimes were more likely to have achieved a successful transition. The amount of variance (5%) explained by the statistical model was limited by the imbalanced nature of the sample, in that few students (21.9%) experienced a successful transition. The current study highlighted the dynamics and overall profile of one of the most challenging and vulnerable populations in the public school system. By using database decision- making and providing a comprehensive framework to understand the characteristics of students who transition successfully, policy makers are in a better position to identify an optimal placement match based on empirical findings, thus decreasing the number of students who drop out of school or who remain involved with the juvenile justice system.
Temple University--Theses
Estringel, Neida. "Planning as it relates to student outcomes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textHartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.
Full textBlevins, Leia D., James J. Fox, P. Green, and S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/143.
Full textAgbley, Gideon Kofi. "Social mobility and education in Ghana : interactions between capabilities and educational outcomes." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609844.
Full textCarroll, Ashley Ann. "Financial Incentives for Educational Outcomes with Homeless Youth." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581321.
Full textJovicic, Sonja. "Literacy skills, equality of educational opportunities and educational outcomes: an international comparison." WU Vienna University of Economics and Business, 2018. http://epub.wu.ac.at/6061/1/WP_Literacy_skills.pdf.
Full textSeries: INEQ Working Paper Series
Maloney, Jennifer L. "Analyzing Students' Personal Characteristics to Determine Study Outcomes." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737089.
Full textThe purpose of this quantitative study was to identify the personal characteristics that predicted the study outcome of students in higher education. Study outcome was defined as a student’s grade point average and re-enrolling for the following semester. Multiple regression analysis was used to evaluate whether a student’s former education, personality characteristics, orientation on learning, and study approach influenced study outcome. Of these 11 explanatory variables analyzed against study outcome, many were found to have a direct impact on study outcome. The results of this study provided insight into the predictive ability of personal characteristics and former education on study outcome. Implications of the value of using these personal characteristics in program development, advising, and instructional delivery were explored. Significant findings from this research provide the ability to identify probable obstacles to academic success from the beginning of a student’s educational path. These findings could be used to implement proactive programming in higher education to improve student retention.
Sullivan, Nicole L. "Mentoring and educational outcomes of black graduate students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/dissertations/2453.
Full textEspinoza, Rojas Sebastián. "Bullying and educational Outcomes : panel estimates from Chile." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/144308.
Full textBullying is one of the most important social problems faced by students at the school. However, there is scant research in the economic literature about this subject, particularly for developing countries. This paper explores the e ect of being a victim of di erent types of bullying (physical, verbal, social, cyber) on standardized test scores using a unique panel dataset from Chile. Moreover, we are able to see if bullying in uences grade retention rates and college admission tests. Fixed e ect estimates indicates that being bullied decreases student's standardized test score. For instance, being cyber bullied every day decreases math and reading scores in 0.13 and 0.08 S.D respectively. The more frequent bullying is, the more detrimental e ects has on school performance. On top of this, we nd that being bullied increases grade retention probability and decreases college admission test scores. Our results suggests that bullying must be an important matter in policy makers agenda in developing countries, since development is heavily in uence by the cognitive skills acquire at school
Kent, Steven. "Educational inputs and student outcomes in South Africa." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/3822.
Full textSouth Africa has a notoriously inefficient public schooling system. Levels of educational attainment and achievement are low given the large amount of resources devoted to schools. Improving student outcomes requires the examination of both family-back ground factors such as parental education and household income, as well as school-level factors such as class size and teacher quality. The influences of socio-economic status and of race also need to be considered. This dissertation builds on the work of Case and Deaton, Van der Berg and others, using data from the Cape Area Panel study.
Williams, Yhana J. Ph D. "Educated African American Women: Educational Expectations and Outcomes." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1343052328.
Full textBlevins, L., James Fox, P. Green, and S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4176.
Full textGibson, Allison. "Educational outcomes for children with early-onset behavior problems." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001380.
Full textCalinescu, Catalin. "Outcomes of educational intervention with students with neurological disorders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0014/MQ29148.pdf.
Full textFaas, Caitlin S. "Economic and Parent-Adolescent Relationship Capital Predicting Educational Outcomes." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/32524.
Full textMaster of Science
Ruderman, Danielle Eve. "Predictors of Educational Outcomes among Undergraduate Students with Disabilities." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364573503.
Full textBanerjee, Pallavi Amitava. "Impact assessment of STEM initiatives in improving educational outcomes." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11370/.
Full textMarrujo-Duck, Lillian Elizabeth. "Talking Ourselves into Outcomes| Teaching, Learning, and Equity in California Community Colleges." Thesis, San Francisco State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742846.
Full textThis qualitative collective case study explored the experiences of faculty members in the social and behavioral sciences and SLO coordinators at community colleges in California as they engaged in student learning outcomes assessment (SLOA). Semi-structured interviews with eight faculty members and five student learning outcomes coordinators revealed common goals among the participants to use education to inform social change. Engaged student learning outcomes assessment practitioners shared characteristics with Rogers' (2003) early adopters. Participation in SLOA led to an invigoration of the teaching experience. Strategically-integrated dialogue among students in the classroom, faculty within departments, and across divisions within the institutions facilitated institutional change. Engagement in SLOA led to changes in teaching practice that align with research findings on best practices in higher education and participants perceived themselves to be better teachers as a result. However, participants were reluctant to claim responsibility for student learning or to identify improvements in student learning as a result of SLOA. Still, they were willing to consider the potential of SLOA as a tool to close achievement gaps. Recommendations focus on policy, leadership, and institutional strategies for increasing faculty engagement in SLOA.
Meheden, Cheryl. "Career Outcomes for Participants in a Leadership Development Program." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706224.
Full textIn an attempt to raise the level of leadership competence and to increase the number of qualified candidates for leadership positions within post-secondary institutions, many colleges are supporting leadership development training for faculty and staff. This qualitative case study explores whether participating in a leadership development program resulted in career advancements that can fill leadership gaps. The study’s framework, expectancy theory, suggests that individuals who participate in leadership development expect to become leaders. This exploratory case study sought to learn whether, upon completion of a comprehensive leadership development program, participants applied for, and assumed, leadership positions. The leadership program under study was attended by a cohort of 58 participants from a diverse set of 17 institutions across Canada. A purposeful sample of 12 individuals was drawn from this cohort and participated in structured interviews conducted by the researcher. Data were collected and coded to reveal their career progression. The results provided evidence that using leadership development programs to fill a leadership gap is productive, and that the effectiveness of this strategy is enhanced when institutions purposefully select and support participants through all stages of their leadership development. Participants who pursued leadership opportunities indicated the importance of institutional involvement in leadership development. Social change can be achieved by following the recommendations of this study as they illuminate participant expectations, beliefs, and values that help create effective leaders who are more capable of providing better learning environments for students.
Rubie, Christine Margaret. "Expecting the best : instructional practices, teacher beliefs and student outcomes." Thesis, University of Auckland, 2003. http://wwwlib.umi.com/dissertations/fullcit/3129406.
Full textJenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.
Full textSchmidt, Elena S. "Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?" Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265327.
Full textBeginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the Beginning Teacher Longitudinal Survey (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity theories and brings in insights about the importance of geography and of neighborhood effects from works on poverty and education.
The study utilizes a dataset with survey responses from approximately 1,800 full-time teachers from a sample designed to represent the overall population of beginning teachers in the United States. By combining individual-level longitudinal data with information about communities, it makes an important contribution to the study of new teacher placement, attrition, and retention. The evidence is presented using a variety of descriptive and inferential statistics, and the analysis includes factor analysis and logistic regression models.
The results show that indicators of leaving the profession before the fifth year become apparent early on, as factors measured at the end of year one have significant effects on early career outcomes. Most prominently, higher degrees of burnout reported by teachers, which includes factors such as decreased enthusiasm and increased fatigue, are associated with increased risks for leaving the profession without the prospect to return to it and with transferring to a different school district. Several other factors on the individual and school-level emerge as relevant to career outcomes. Teachers who have Highly Qualified Teacher credentials and report a supportive school climate are at less risk to leave the profession. On the other hand, teachers with alternative certification and master’s degrees are more likely to move to a different school or districts in the first five years.
In terms of socio-geographic factors that help explain teacher retention and attrition, the only significant variable in the regression models used in the analysis is the percentage of White residents at the Census tract of the Year 1 school. When everything else is held constant, decreasing this percentage from 100 to 0 increases the predicted probability of leaving the profession by approximately 20%. Considering that a vast majority of beginning teachers both in the sample and in the overall population are White, this findings fits in with theories about “the pull of home” and cultural habitus. The magnitude and significance of this finding suggest that it warrants further exploration, as racial composition of the communities is likely a measurement proxy for complex processes of inequality.
Browder, Christopher Todd. "English learners with limited or interrupted formal education| Risk and resilience in educational outcomes." Thesis, University of Maryland, Baltimore County, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637307.
Full textThis dissertation examined the educational outcomes of high school English learner (EL) students with limited or interrupted formal education (SLIFE) to evaluate theories that explain their educational resilience. School system data and survey results from 165 high school ELs were analyzed to determine the degree to which ELs' homeland schooling had influenced their academic outcomes in the U.S. Educational outcomes included English proficiency attainment and gains as well as scores on standardized tests of algebra, biology, and English language arts. Limited formal schooling (LFS) was operationalized with three indicators for students on arrival in the U.S.: (1) gaps in years of schooling relative to grade, (2) low self-reported first language schooling, and (3) beginner-level English proficiency. Bivariate and multivariate regression analyses were used to estimate the relationships between the LFS indicators and the educational outcomes as well as the degree to which school-based protective factors and personal risk factors had influenced the relationships. Protective factors included perceived pedagogical caring, social integration with non-immigrant peers, ESOL classes, out-of-school help, and extra-curricular activities. Risk factors included high social distance, past traumatic experiences, a lack of authoritative parental support, separations from loved ones, and hours spent working in employment. This study also examined the role students' academic self-concept played in mediating and moderating the influence of protective and risk factors in the resiliency process. The findings showed that SLIFE had lower achievement on the standardized tests, but that it was largely due to having lower English proficiency at the time of the test. Lower English proficiency at the time of the test was mainly attributed to arriving with lower English proficiency and lower first language literacy. ESOL classes appeared to help students acquire English faster. After controlling for differences in English proficiency, students' perceptions of social distance appeared to predict their academic achievement on standardized tests better than their academic self-concept and the other protective or risk factors. This study contributes to our understanding of risk and resilience among SLIFE and may help inform interventions to support them better.
Friedel, Jonathan. "An Examination of How Qualitatively Different Delayed Outcomes are Discounted." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4913.
Full textRock, Heidi Marie. "The Effect of Face-to-Face versus Online Pedagogy-Based Professional Development on Student Learning Outcomes." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608386.
Full textThe purpose of this quantitative retrospective causal-comparative study was to determine to what extent the form of professional development (face-to-face or online) or the level of instruction (elementary or high school) has on classroom teaching practices as measured by student learning outcomes. The first research question sought to determine to what extent the form of professional development affects classroom teaching practices as measured by student learning outcomes. The second research questions sought to determine to what extent the level of instruction affects classroom teaching practices as measured by student learning outcomes. The sample was 432 Ohio teachers who participated in the Ohio Performance Assessment Pilot Project. There were 105 teachers who engaged in face-to-face professional development and 327 teachers who engaged in online professional development. There were 216 elementary teachers and 216 high school teachers. An independent samples t-test with a probability level of p = 0.05 was used to determine the differences in student learning outcomes by form of professional development and level of instruction. This study found there is no statistically significant difference between teachers who engaged in face-to-face professional development (M = 0.519) or online (M = .467) or teachers who taught elementary (M = 0.524) or high school ( M = 0.493). These findings suggest when the content of professional development is comparable, the form of professional development and the level of instruction have minimal effect on student learning outcomes.
Blakey, Louise Sarah. "Differences between comprehensive schools in their educational and social outcomes." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303492.
Full textJenkins, Helen L. "The educational experiences and outcomes of young people who stammer." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17665/.
Full textJum, Joseph. "Catholic schools in English speaking Cameroon and their educational outcomes." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/191697/.
Full textOwen, Katherine. "The relationship between physical activity and educational outcomes in adolescents." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/4eafc8f5a49f00c3c26bd19ef6a28d7ff5e57b8a9b2ff49ec6ef68a903af8bf2/16717980/Owen_2016_The_relationship_between_physical_activity_and_educational.pdf.
Full textBeese, Jane Ann. "The Effects of Supplemental Educational Services on Student Learning Outcomes." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207331255.
Full textXu, Zeyu. "Intra-household bargaining and children's educational outcomes evidence from Indonesia." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/989497216/04.
Full textShiu, Shiona. "Achieving equity in educational outcomes for students with chronic illness." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/19222.
Full textA thesis submitted to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliography.
Costa, Gabriel Weber. "The effects of Brazil’s family health strategy on educational outcomes." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/23978.
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We aim to evaluate the effects of Brazil’s Family Health Strategy (FHS), a large-scale community-based health intervention, on educational outcomes during primary and secondary education.We use student-level data and adopt a differences-in-differences approach that explores timing of program implementation across municipalities and students’ year and location of birth to estimate FHS effects on enrollment flow, school delay, and Mathematics and Portuguese performance. Results suggest that FHS implementation is associated with an increased probability that students stay in school after age 7 and a decreased probability that students are delayed by two or more grades, although the latter seems to fade after age 12. Estimates for student performance indicate that the program decreases test scores, although these estimates could be affected by compositional changes in treatment and control groups. We also find evidence that program effects are stronger when time of exposition is increased, which is consistent with the FHS continuous expansion over time and with previous research.
Este trabalho tem como objetivo avaliar os efeitos da Estratégia Saúde da Família (FHS), uma intervenção de saúde de larga escala implementada ao nível comunitário no Brasil, sobre resultados educacionais durante a educação básica. Utilizando dados de alunos, é adotada uma estratégia de diferenças em diferenças que explora variações no tempo de implementação da FHS nos municípios brasileiros e informações sobre ano e localidade de nascimento de cada aluno para se estimar os efeitos do programa sobre fluxo escolar, atraso escolar e desempenho em matemática e língua portuguesa. Os resultados sugerem que a implementação da FHS está associada com uma maior probabilidade de que os alunos permaneçam na escola após os 7 anos de idade e uma menor probabilidade de que os alunos estejam atrasados por duas ou mais séries, apesar de esse último parecer se dissipar após os 12 anos de idade. Estimativas para desempenho dos alunos indicam que a FHS diminui as notas durante o quinto ano, entretanto esses resultados podem ser afetados por mudanças na composição nos grupos de tratamento e controle. Também são encontradas evidências de que os efeitos do programa são maiores quando o tempo de exposição é maior, o que é consistente com a expansão da FHS ao longo do tempo e com resultados de pesquisas anteriores.
Furtado, Isabela Brandão. "Essays on health at birth, financial literacy and educational outcomes." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/24039.
Full textRejected by Katia Menezes de Souza (katia.menezes@fgv.br), reason: Prezada Isabela boa tarde, Para que possamos aprovar seu trabalho são necessários realizar alguns ajustes conforme norma ABNT/APA. Contracapa (2º página) - Nesta folha NÃO deverá constar “FUNDAÇÃO GETULIO VARGAS ESCOLA DE ECONOMIA DE SÃO PAULO” favor excluir. Na folha que corresponde a ficha catalográfica deverá colocar exatamente como a biblioteca lhe enviou, como por exemplo, a informação que consta que a ficha catalográfica foi elaborada por Raphael. Na Folha de aprovação NÃO deverá constar “SÃO PAULO 2018” favor excluir Após os ajustes excluir o pdf já postado e submete-lo novamente para análise e aprovação. Qualquer duvida estamos a disposição, Att. Katia Menezes on 2018-06-07T18:11:37Z (GMT)
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This thesis consists of three essays related to microeconomics applied to health and education. The first chapter analyses a large-scale experimental impact evaluation of a financial education pilot program for students from public primary schools in two Brazilian cities. The second chapter estimates effects of birth weight on health and educational outcomes using a twin fixed effect approach for Brazil, using a matching of administrative records of birth and school enrollment. The third chapter explores the effects of prenatal exposure to a violent environment on birth weight and investigates whether the in-utero and early life violence shocks can have further impacts, particularly on schooling accumulation.
Essa tese é composta por três ensaios relacionados aos temas de microeconomia aplicada à saúde e educação. O primeiro capítulo é uma avaliação de impacto de um programa piloto de educação financeira aplicado a estudantes do ensino fundamental de escolas públicas em duas cidades brasileiras. O segundo capítulo apresenta estimativas dos efeitos do peso ao nascer sobre futuros resultados educacionais e de saúde no Brasil por meio de efeitos fixos de gêmeos, obtidos a partir da junção de registros de nascimento escolar. O terceiro capítulo investiga os efeitos da exposição pré-natal a um ambiente de violência sobre o peso ao nascer e se os choques de violência quando ou nos primeiros meses de vida podem ter impactos futuros sobre o recém-nascido, especialmente acúmulos educacionais.
Gerakos, Donna S. "Transformational Leadership and Programmatic Outcomes| A Correlational Study of Athletic Training Programs." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276546.
Full textThe study of leadership practices of athletic training program directors is severely limited and the lack of clearly defined program director qualifications combined to provide the underpinnings for this research. The purpose of this quantitative correlational study was to identify if a relationship existed between athletic training program directors? leadership practices and the programs? 2012-14 academic years three-year aggregate first-time pass rates on the Board of Certification, Inc. examination. Grounded in transformational leadership theory, the first five research questions sought to examine the directors? relationship of the Five Exemplary Practices of Leadership? and the directors? previous coursework in leadership to program pass rates. Athletic training programs? directors (N = 52) were solicited to participate, and completed the Leadership Practices Inventory-Self? and provided demographic information. Results from the Spearman?s rho correlation analysis indicated no significant relationship between any of the five leadership practices (Modeling the Way rs=-.159, p=.261; Inspiring a Shared Vision rs=.086, p=.545; Challenging the Process rs=.011, p=.937; Enabling Others to Act rs=.047, p=.743; Encouraging the Heart rs=-.039, p=.782) or the number of collegiate courses completed in leadership (rs=-.192, p=.181). Even though the results were not significant, the findings will contribute to an understanding of the inconsistencies and significant lack of leadership coursework for athletic training program directors. Additional research is needed to determine how leaderships effects student outcomes in athletic training education. Keywords: Athletic Training Education, Program Directors, Transformational Leadership, Five Practices of Exemplary Leadership, Educational Outcomes, Certification Examination, LPI-Self?
Smotherman, Jeremy. "The Effect of Transfer Degrees on California Community College Outcomes." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824642.
Full textPresident Barak Obama set a national agenda to increase the number of higher education degrees completed in the United States. Moore, Shulock, and Jensen reported that the U.S. is projected to produce 48 million new undergraduates between the years 2005 to 2025. Additionally. Moore, Shulock, and Jensen reported that due to their population, California Community Colleges have a significant role in producing baccalaureate degrees than any other state. However, California projections have shown a shortfall of 1 million college graduates by the year 2025. One strategy for addressing this shortfall is improving the transfer pathways for community college students. The Student Transfer Achievement Reform (STAR) Act provided community college students in California with a clearer path towards transfer with the caveat of completing a newly established associate degree for transfer. Implementation of the STAR Act coerced California Community Colleges into adopting a standard curriculum model for transfer degrees.
This quantitative study used within-subject ANCOVAs to analyze a multi-year period of degree completion and transfer data to determine if STAR Act significantly impacted community college outcomes. Program awards and CSU transfer were dependent variables used to statistically analyze the impact of the STAR Act on community colleges. Median county income, college size, regional college location, and the number of transfer degrees offered were grouping variables used to help determine if the STAR Act impacted all colleges or only colleges with certain institutional demographics.
Institutional Theory was used to contextualize the impact of the STAR Act on community college degree completion and transfer rates. DiMaggio and Powell identified three categories of conformity within institutional theory: normative conformity, mimic conformity, and coercive conformity. Each category aligns the action of conforming to either norms, values, or ideologies.
Implications for this study address the role state legislation and individuality of community colleges in education reform. Recommendations for research and practice propose that normative and coercive attributes of conformity support significant institutional changes. Community colleges are encouraged to incorporate normative and coercive standards to support new initiatives and programs effectively. At the same time, community colleges must embrace individuality and limit mimic conformity.
Phoenix, Lynn William Skip. "Influences, reactions, and outcomes, a study of physical and health education as an educational subculture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35411.pdf.
Full textRestar, Anthony Carandang. "Personal, Social, and Academic Factors that Impact Educational Outcomes for Asian-Americans in Higher Education." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1393%5F1%5Fm.pdf&type=application/pdf.
Full textBosch, Sheila Jones. "Identifying Relevant Variables for Understanding How School Facilities Affect Educational Outcomes." Diss., Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/5125.
Full textFears, Justin. "Alternative School Leadership Transformation| A Mixed-Methods Evaluation of Outcomes." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10174303.
Full textThis study was a documentation and assessment of Beta Academy Alternative School’s (pseudonym) transition to a newly introduced educational model/ leadership paradigm and examination of student educational outcomes, resulting from the leadership change. As a first year administrator, the researcher undertook the task of transforming an underperforming alternative education program by targeting areas of identified deficiency and/or concern (graduation rates, attendance, and discipline).
In this study, the researcher executed a mixed-method evaluation of the new educational model in an effort to determine contributions to success, potential barriers to change, and the characteristics associated with both, as well as the quantitative analysis that would support or not support the researcher’s hypotheses.
The first goal of the study stated that following the implementation of the new model for alternative education, building discipline referrals would decrease by 10% per semester, as compared to previous referral data. The results indicated a 280% decrease in student referrals, thus illustrating a dramatic and statistically significant decrease.
The second goal indicated that graduation rates would increase or would stay the same, within 2% of previous rates (percentage of total seniors), as compared to the previous year’s results and following implementation of the new educational and leadership paradigms. A z-test for difference in proportion tested a change in graduation rates of less than 1%, thus, supporting the graduation rates goal.
The last goal outlined in the study stated that following the implementation of the new model for alternative education, building attendance would increase by 30% per semester, as determined by ADA hours and compared to previous attendance data. Upon calculation, it was determined that there was an increase in attendance of 36.2% providing statistical support that the increase in attendance was significant, as well as met the outlined goal for attendance improvement.
The qualitative component of the study used responses to a questionnaire analysis to gauge stakeholder involvement and perceptions associated with the new educational model. The feedback was positive and indicated the measured criteria to be impactful and effective in the areas of fidelity, implementation, development, and attainment of desired goals.
Stockslager, Kevin. "Relationships Between Educator Beliefs, Perceptions of Educational Practices and Skills, PS/RtI Implementation, and Educational Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3369.
Full textVitztum-Komanecki, Joann Marie. "Community integration and inclusion developmental outcomes for preschoolers with disabilities in inclusive settings /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274267.
Full textSource: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2802. Adviser: Jack Cummings. Title from dissertation home page (viewed April 8, 2008).
Finnegan, Brian. "Estimating the Impact of Distance Education on Student Learning Outcomes Using the ETS Major Field Test in Business." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/164617.
Full textEd.D.
This study investigated the relationship between the proportion of coursework students complete in an online format absent traditional classroom interaction and their expected score on a standardized, content-driven achievement test, holding constant other factors expected to influence test scores, including demographic variables, major, and prior academic performance. The study's sample involved 817 undergraduate business majors at a small, specialized, private, not-for-profit U.S. institution of higher education and their performance on Educational Testing Service's Major Field Test in Business (MFT-B). Students in the sample chose course-by-course to take either a hybrid format that involved regular classroom meetings supplemented by online learning or an entirely asynchronous online course involving no face-to-face interaction. Learning outcomes, syllabi, assessments, duration and the pool of instructors were the same in both formats. This investigation was motivated by the changing role of distance education in higher education and the increasing fungibility of credits earned at a distance and those earned in a traditional, classroom-based context. The use of the MFT-B was motivated by the growing emphasis on student learning outcomes assessment and mounting demands for "accountability" in higher education. An ordinary least squares regression modeling MFT-B score as a function of proportion of credits completed at a distance, GPA, major, transfer credits, completion time, age, gender and ethnicity found proportion of study at a distance to have a strongly significant (p<.001), positive impact on expected MFT-B score. A logistic regression of likelihood of graduation as a function of those same variables found a strongly significant (p<.001) negative impact of study at a distance on retention to graduation.
Temple University--Theses
Hamilton, Ryan F. A. "IMPROVING LEARNING OUTCOMES IN EE2010L USING NI MYDAQ IN AN INVERTED LAB." Wright State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wright1409055289.
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