Dissertations / Theses: 'Equine students'

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Southworth, Jennifer Williams. "Student Demographics, Academic Performance, and Faculty Perceptions of Equine Students at The Ohio State University." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397654291.

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Zhang, Minxuan. "Concepts of equity and policies for university student financial support Chinese reforms in an international context /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23295946.

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Brown, Jane Thierfeld. "Access to equity : the next step for women students with disabilities on the college campus /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11690586.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Cynthia Johnson. Dissertation Committee: Dawn Person. Includes bibliographical references (leaves 104-115).

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張民選 and Minxuan Zhang. "Concepts of equity and policies for university student financial support: Chinese reforms in an internationalcontext." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242674.

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Boateng, Agyeman Siriboe. "A Case Study of Equity and Student Experience in a California Community College." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/934.

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In California community colleges, students of color reach educational milestones and culminating outcomes disproportionately less often than their peers. In the past decade, the state has committed renewed energy to refining student equity plan regulations requiring individual colleges to identify and develop strategies to close such gaps. This dissertation sought to focus on the intended beneficiaries of these efforts, asking how students themselves define and experience equity. Using semistructured, narrative interviews to explore the experiences of nine students of color at a California community college, this qualitative case was supported by institutional documents, participant observation, and interviews with college personnel. This inquiry was conceptually framed by Dowd and Bensimon’s (2015) insights on equity’s meaning as a standard of justice, California student equity plan success indicators, and Yosso’s (2005) community cultural wealth. Students’ stories wove tapestries of struggles and triumphs. Their engagement with the college and coursework was often mediated by the external circumstances and internal tumult of their lived experiences and hurdles that derived from college’s personnel or processes. Alternately, students found informational, material, social, and motivational resources in their home networks, college programs, relationships with personnel, and their own recognition of personal growth. Students’ experiences with the college denoted equity by its presence and its absence. While affirmatively identifying instances of caring, validation, and growth, less positive experiences revealed the extent to which equity remains aspirational. These findings give voice to the asymmetries between policy/regulatory efforts to redress entrenched educational inequities and the realities of students’ lived experience.

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Macdonald, Maritza B. "Teaching to learn : an expert teacher's quest for an equity pedagogy /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1179186x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: A. Lin Goodwin. Includes bibliographical references (leaves 220-230).

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Hurt, James Matthew. "A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1487.

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Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st Century the government has produced legislation requiring schools to be responsible for improving instruction for students with disabilities. One of the major trends in accomplishing this task is a move toward inclusive education. This study determined the relationships of assessment type (Standards of Learning (SOL) assessments versus Virginia Grade Level Alternative (VGLA) assessments) and models of service delivery (general education inclusion classes versus special education pullout classes) for students with disabilities in grades 3 through 8 on student achievement in 4 counties in Southwest Virginia. Similar studies have been conducted with varying results noted. The review of the literature includes 18 studies that compared the achievement of students with disabilities who were instructed in the general education classroom with the achievement of students with disabilities who were instructed in the special education classroom. Significant differences were noted in 11 of the reviewed studies. The data were analyzed using chi-square analysis and pairwise comparisons. The findings indicate that there is a relationship between instructional delivery method (inclusion or pullout) and proficiency in reading and math. Students who were educated in the inclusion classrooms tended to have a higher incidence of pass proficient ratings and students in the pullout classrooms tended to have a higher incidence of pass advanced ratings. The findings also indicate that there is a relationship between assessment method (SOL assessment or VGLA) and proficiency in reading and math. Students who were assessed via the SOL assessment tended to have a higher incidence of pass proficient ratings and students who were assessed via the VGLA assessment tended to have a higher incidence of pass advanced ratings.

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Byrd, Terre D. M. "East Tennessee State University Faculty Attitudes and Student Perceptions in Providing Accommodations to Students with Disabilities." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1721.

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The purpose of this study was to determine ETSU faculty attitudes and student perceptions in providing academic accommodations to students with disabilities. Participants of the study were ETSU students with disabilities who are registered with the Disabilities Services office and faculty members of ETSU. Students with disabilities were interviewed. An online survey was sent to faculty members via the ETSU email system. Disability law and disability compliance year books served as the primary documents that were reviewed for pertinent information. Grounded theory using a constant-comparison methodology served as the conceptual framework for the study. The grounded-theory approach allowed for the perspectives of students and faculty to be shared and analyzed. Constant-comparison methodology was used to interpret the data through the critical lens perspectives and experiences of students with disabilities. Interview, online survey, and document review were 3 methods of data collection used in this study. The findings of the study indicated that the experiences and perspectives of ETSU students with disabilities differ regardless of visible or invisible disability. Findings also indicated that faculty attitudes towards providing accommodations to students with disabilities were generally positive. However, attitudes of faculty members at ETSU did mirror the attitudes of faculty members at other universities in the provision of certain accommodations based on type (classroom or testing.) In general, faculty members were less willing to alter a test than to provide extended time for a test. Also, faculty members were less willing to provide lecture notes as opposed to allowing a student to record a lecture. It is suggested that the willingness of a faculty member to provide accommodations may hinge on knowledge, experience, and ease of providing the accommodation.

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Miller, Maria. "SCIENCE SELF-EFFICACY IN TENTH GRADE HISPANIC FEMALE HIGH SCHOOL STUDENTS." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3444.

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Historical data have demonstrated an underrepresentation of females and minorities in science, technology, engineering, and mathematics (STEM) professions. The purpose of the study considered the variables of gender and ethnicity collectively in relationship to tenth grade Hispanic females' perception of their self-efficacy in science. The correlation of science self-efficacy to science academic achievement was also studied. Possible interventions for use with female Hispanic minority populations might help increase participation in STEM field preparation during the high school career. A population of 272 students was chosen through convenience sampling methods, including 80 Hispanic females. Students were administered a 27-item questionnaire taken directly from the Smist (1993) Science Self-efficacy Questionnaire (SSEQ). Three science self-efficacy factors were successfully extracted and included Academic Engagement Self-efficacy (M=42.57), Laboratory Self-efficacy (M=25.44), and Biology Self-efficacy (M=19.35). Each factor showed a significant positive correlation (p<.01) to each of the other two factors. ANOVA procedures compared all female subgroups in their science self-efficacy perceptions. Asian/Pacific and Native American females had higher self-efficacy mean scores as compared to White, Black and Hispanic females on all three extracted science self-efficacy factors. Asian/Pacific females had the highest mean scores. No statistically significant correlations were found between science-self-efficacy and a measure of science achievement. Two high-ability and two low-ability Hispanic females were randomly chosen to participate in a brief structured interview. Three general themes emerged. Classroom Variables, Outside School Variables, and Personal Variables were subsequently divided into sub themes influenced by participants' views of science, It was concluded that Hispanic female science self-efficacy was among the subgroups which self-scored the lowest. Asian/Pacific and Native American females fared better than White, Black, and Hispanic female counterparts respectively. Triangulation of interview and quantitative data showed that classroom factors, specifically academic engagement, influenced participant perceptions of science self efficacy the greatest. Suggested further studies on the impact of science self-efficacy and science achievement are discussed. Information gleaned from the continued study of science self-efficacy may influence the ability of traditionally underrepresented racial/ethnic females to persist in their science preparation and training in an effort to prevent leaving the STEM pipeline at this crucial juncture.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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Gleerup, Andreas, and Marcus Harborn. "How do students choose their banks?" Thesis, Kristianstad University College, School of Health and Society, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5888.

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The purpose of this dissertation is to investigate customer behaviour in the banking industry of students at Kristianstad University. We wanted to test the theory of Customer based brand equity in the banking industry but also to challenge this theory with other independent theories which we have identified as important concerning customer behaviour the banking industry.

The banking industry is an interesting business since it affects nearly everyone. Banks are known to focus much of their marketing on customer retention which makes this specific industry extra interesting for an investigation about customer behaviour.

Kevin Keller‟s theories on Customer based brand equity was the catalyst that created our interest in this subject. The combination of this theory and the specific nature of the banking industry helped us form our problem. The chosen segment to investigate was students at Kristianstad University. Mainly because of the specific time limit this segment was the most suitable for this dissertation.

The result indicates that the factors from the CBBE-model were not significantly connected to students‟ customer behaviour in the banking industry. However, it can be argued that some factors are still relevant when explaining customer behaviour in the banking industry. One of the challenging theories, Intergenerational Influence, proved to have a significant connection to customer behaviour. It can be argued that Intergenerational Influence is the most important factor when explaining students‟ customer behaviour in the banking industry. The results of this dissertation can be useful for banks in order to make their marketing strategy more efficient.

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Gates, Rebecca Grace. "Fiscal Equity for At-Risk Students: A Quanitative Analysis of the At-Risk Index Component of the New Mexico Public School Funding Formula." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29703.

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This quantitative research has been designed to investigate fiscal equity for at-risk students in the State of New Mexico. This empirical data analysis compared equity indices before the At-Risk Index was implemented in the New Mexico public school funding formula in FY 1996-97 and after the At-Risk Index was included for FY 1997-98. Formula options based on the premise of vertical equity were reviewed. This research was selected as the 2001 New Scholars Program Award sponsored by the American Education Finance Association and the National Center for Education Statistics. The research model was presented at the 2002 AEFA National conference in Albuquerque, New Mexico. In brief, the results of the analyses showed that very modest fiscal equity gains occurred following the implementation of the At-Risk Index. However, the ability to achieve significant gains in equity scores were restricted due to a lack of state revenue growth.
Ed. D.

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Ezeh, Mac Anthony Nzube, and Maha Al-Azzawi. "Students Brand Preferences Between Apple and Samsung Smartphone." Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14984.

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Date May 2012 University Mälardalen University School of Sustainable Development of Society and Technology Course Master Thesis, EFO 705 Authors Maha Al-azzawi & Mac Anthony Tutor Carl G Thunman Examiner Ole Liljefors Title Students Brand Preferences between Apple and Samsung Smartphone Purpose of the Study Is to compare student brand preference between Apple and Samsung Smartphone Methodology Quantitative research approach Conclusion This study showed that brand with high value of brand equity and identity would result in having high brand preference among students. The findings reveal that Apple has stronger brand preference more than Samsung among students. Key Words Brand equity, brand identity, Smartphone

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DeWolfe, Justin F. "Resources for Gay and Lesbian Students at the High School Level." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1217115667.

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Shiu, Shiona. "Achieving equity in educational outcomes for students with chronic illness." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/19222.

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Thesis (Ed.D.)--University of Western Sydney, 2008.
A 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.

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Wrede, Fabian. "The Determinant Factors of School Choice and Studen's Perception(s) of USBE : - Finding Out What Really Counts for Prospective Students." Thesis, Umeå University, Umeå School of Business, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1068.

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Prompted by increased competition, universities around Sweden are beginning to recognize that marketing and branding are strategic key components. This recognition is of great importance for Umeå School of Business (USBE) given that it is often perceived as both geographically and psychologically distant for many prospective students. A committed brand management initiative by the management of USBE could therefore serve to strengthen the school’s competitive ability and increase its brand equity in the long run, making it more attractive to prospective students.

In order to create a foundation for this work, this study sets out to answer; what are the relevant brand equity dimensions of a business school, and what is the general perception(s) of them with regards to USBE? The study is limited to prospective and present students making it possible to interpret these relevant brand equity dimensions as determinant factors of school choice given that it is the most obvious use prospective students will make of them.

In the study, existing brand equity theories are used to construct a conceptual brand equity framework applicable to a business school’s brand and organization. A quantitative survey is then performed to collect empirical data from over 450 students at nine Swedish universities including USBE.

After performing a series of factor analyses on the empirical data, the study shows that the relevant brand equity dimensions for prospective business students are awareness and loyalty in addition to associations in the form of the Outcome & Prestige of the education, its Versatility, Performance, and Expertise as well as its ability to instigate Assurance.

The study also indicates that there are considerable differences between the general perception(s) of these dimensions with regards to USBE between USBE’s present students and prospective students – implying that strategic actions are necessary to correct for this. Toward the end of the study, the author therefore provides the management of USBE with brief suggestions of how these actions could be undertaken.

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Watford, Tara Michon. "Looking beyond equal representation perspectives of gender equity from the new majority in doctoral education / Tara Michon Watford." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467889611&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Trong, Kathleen Lucine. "Using PIRLS 2006 to Measure Equity in Reading Achievement Internationally." Thesis, Boston College, 2009. http://hdl.handle.net/2345/667.

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Thesis advisor: Ina V.S. Mullis
Equity in educational outcomes, particularly reading, is an important policy issue in countries around the world. This dissertation used data from PIRLS 2006 to explore an approach to measuring equity in reading achievement internationally at the fourth grade. Relative risk ratios were selected as a measurement approach and were used to create a composite measure, the Relative Risk-Percentage (RRP) Equity Index, to compare equity in reading achievement across countries. This index was used to present the likelihood of scoring below the PIRLS 2006 Low International Benchmark for student groups that were traditionally at risk for low reading achievement compared to other students. The `at risk' student groups that were the focus of this study included those with low parental education, who spoke a language other than the language of instruction, who attended urban or rural schools, and who were boys. To complement the RRP Equity Index results, the relative likelihood of students scoring within the lower 20 percent of their country's reading achievement distribution was also presented. The results of these analyses showed that students with these characteristics were more likely than other fourth grade students to have low reading achievement in a number of the PIRLS 2006 countries. Overall, having parents with less than secondary education and not speaking the language of the test before starting school were associated with inequity in reading achievement in the largest number of PIRLS 2006 countries. As an example of how individual countries could further explore potential reasons for inequities in reading achievement highlighted by the RRP Equity Index, logistic regression models were built for Germany, Iran, and Romania. These models explored the extent to which statistically controlling for differences in resources could diminish the effect of being in an `at risk' group on reading achievement. In all three countries examined, resources explained a substantial proportion of the risk for low reading achievement. Though the logistic regression model results were country-specific, lacking books in the home was strongly associated with lower reading achievement in all three countries
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation

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Stone, Catherine. "The Second Chance Journey... or... "How did these oldies get to be uni students?"." University of Sydney, 2009. http://hdl.handle.net/2123/5324.

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Doctor of Social Work
This doctoral thesis presents the findings of a qualitative research project which examines the impact of university study on a group of twenty female and male mature-age students at the University of Newcastle, Australia, who have entered university via a non-traditional pathway. The students who are the subject of this thesis are in the second to final years of their undergraduate degree programs and have all faced significant hurdles in gaining university entrance and persevering with their studies. The majority have come from lower socio-economic backgrounds with little, if any, family history of higher education and little positive experience of prior study. Postmodern feminist theory has primarily informed this research, using a narrative method to gather the data, analyse the results and present the findings. This thesis describes the experiences of the twenty individuals, derived from their individual narratives. As such, it gives voice to their stories: their triumphs and achievements as well as their struggles. It examines the gender issues that are at work in the shaping of their experiences, including the ways in which gender affected the type and extent of help and support on which they could rely. It highlights the transformative nature of these experiences for each of the students in this cohort, as well as potentially the next generation, and makes some tentative connections between these individual experiences and the experiences of the wider mature-age university student population. The narratives that individuals tell are socially and culturally located. Hence it is likely that the experiences of these twenty students may reflect, at least to some extent, the experiences of other mature-age students within a similar culture. The findings of this research also highlight the important role that higher education institutions can play, not only in widening access to higher education, but also in encouraging and assisting students, from a diverse range of backgrounds, to participate fully in higher education and achieve their goals.

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Lalor, Jennifer. "An investigation of students' perceptions of teacher support and equity in the classroom and their impact on students' attitude towards science." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/520.

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This study investigated the relationship between students’ perceptions of learning environments and their attitude to science in Australian secondary schools. It focussed on teacher support and equity in the lower secondary school years of 8, 9, and 10. Teacher Support and Equity are two of the five scales of the What Is Happening In this Class (WIHIC) questionnaire. The scale to measure Attitude to Science was drawn from the Test of Science Related Attitudes (TOSRA). Using the statistical package SPSS, gender differences and year level differences were examined for each of the scales. Results showed that the females rated the scales of Teacher Support and Equity more highly than did the males but the males had a more positive attitude to science than did the females. The Year 9 students were considerably less positive than those from years 8 and 10 on all three scales. Of the three scales, Equity received the highest rating across all the groups, while Attitude scored the lowest. Regression analysis showed statistically significant and positive associations between Attitude to Science and the Teacher Support and Equity scales. These results were consistent when tested separately for the male and female students, and for each of the year levels. To gain insights into science teaching and learning from a teacher’s perspective, one primary teacher, two high school teachers, and one pre-service teacher were interviewed. Their comments were found to support the quantitative results in that they agreed that teacher actions or inactions within the learning environment would affect the students’ attitude to science.They expressed the view that students needed to feel able to ask questions without criticism and receive the help they needed to progress, which corresponded to the Teacher Support scale. They also felt that it was not appropriate for teachers to favour any group of students over any other, thus supporting the concept of the Equity scale. The findings will assist teachers to develop strategies to address the problem of students’ declining attitude to science, a problem that is viewed as a potential threat to the economic future of Australia.

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Kazemi, Farida. "Attitudes of university students towards students with physical disabilities." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1198.

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The purpose of this study is to explore the social and dating attitudes of university students who are able-bodied towards students with physical disabilities at California State University, San Bernardino.

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Ashley, Evelyn LaVette. "The Gendered Nature of Student Affairs: Issues of Gender Equity in Student Affairs Professional Associations." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288502916.

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Black, Kevin. "Understanding equity and oppression from a different perspective, students evaluate their education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ53263.pdf.

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Al-anjari, Abdullah. "Equity, desert and punishment : a comparative study of Kuwaiti and British students." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367793.

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Dadzie, Dominic S. "Cost Sharing and Equity in Higher Education: Experiences of Selected Ghanaian Students." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371486.

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Čalkovská, Eva. "Analýza hodnoty značky společnosti Student Agency." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-191490.

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The thesis focuses on analysing brand value of the selected company using the model of customer-based brand equity. Theoretical part focuses on explaining the terms and methods of measuring brand value. The subsequent pratical part is dedicated to analysis of individual determinants and their impact on the overall brand value.

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Hudson, Diana Joy. "Perceptions of High School Counselors Involvement in the Provision of Postsecondary Transition Services to Students with Specific Learning Disabilities." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1271.

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This qualitative study examined high school counselors' perceptions of postsecondary transition services to students with specific learning disabilities. Seven high school counselors in the Unnamed County Schools were interviewed to examine their perceptions of postsecondary transition services to students with specific learning disabilities. Categories that involved school counselor's perceptions of the provision of postsecondary transition services for students with learning disabilities emerged from the data. These themes were as follows: 1) plan of study for postsecondary goals based on vocational assessments, 2) assistance provided to prepare for college or work, 3) duties of counselors and involvement in the transition process, and 4) the IEP team, postsecondary goals, and self-advocacy of accommodation needs. There was also an area of other findings that was noted but was not identified as a theme. This other findings involved a participant's postsecondary personal vocational experience. Participants reported transition assessments that were administered to students with learning disabilities to determine career interests and strengths. Participants also discussed how transition services were included in the plan of study and career goals. Participants indicated that the School-to-Work program has helped students with learning disabilities work within the city and gain experiences in their area of interest. Additionally, participants suggested that students with learning disabilities have attended Career Technology Education (CTE) classes that provided a strong connection with the community and businesses. Participants spoke about their depth of knowledge on courses, scheduling, colleges' admission standards, and the employment process for all students. Participants also indicated that they have supplied information for the postsecondary transition service plans for students with disabilities at IEP meetings. Findings from this study may have encouraged high school counselors to expand their practice and perform at an enhanced level when helping students with special needs go to college, get a job, and succeed in life.

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Johnson, Delayne Yvette. "Toward an equity pedagogy for school mathematics an investigation of pre-service elementary teachers' conceptions /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 240 p, 2009. http://proquest.umi.com/pqdweb?did=1818417271&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Lalor, Jennifer. "An investigation of students' perceptions of teacher support and equity in the classroom and their impact on students' attitude towards science." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16797.

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This study investigated the relationship between students’ perceptions of learning environments and their attitude to science in Australian secondary schools. It focussed on teacher support and equity in the lower secondary school years of 8, 9, and 10. Teacher Support and Equity are two of the five scales of the What Is Happening In this Class (WIHIC) questionnaire. The scale to measure Attitude to Science was drawn from the Test of Science Related Attitudes (TOSRA). Using the statistical package SPSS, gender differences and year level differences were examined for each of the scales. Results showed that the females rated the scales of Teacher Support and Equity more highly than did the males but the males had a more positive attitude to science than did the females. The Year 9 students were considerably less positive than those from years 8 and 10 on all three scales. Of the three scales, Equity received the highest rating across all the groups, while Attitude scored the lowest. Regression analysis showed statistically significant and positive associations between Attitude to Science and the Teacher Support and Equity scales. These results were consistent when tested separately for the male and female students, and for each of the year levels. To gain insights into science teaching and learning from a teacher’s perspective, one primary teacher, two high school teachers, and one pre-service teacher were interviewed. Their comments were found to support the quantitative results in that they agreed that teacher actions or inactions within the learning environment would affect the students’ attitude to science.
They expressed the view that students needed to feel able to ask questions without criticism and receive the help they needed to progress, which corresponded to the Teacher Support scale. They also felt that it was not appropriate for teachers to favour any group of students over any other, thus supporting the concept of the Equity scale. The findings will assist teachers to develop strategies to address the problem of students’ declining attitude to science, a problem that is viewed as a potential threat to the economic future of Australia.

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James, Dena. "Exploring Classification of Black-White Biracial Students in Oregon Schools." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12978.

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Multiracial children constitute one of the fastest growing racial groups in the United States. However, biracial children, in particular Black-White biracial children, often are not recognized in the educational system. For instance, the current classification of Black-White biracial students in the state and federal educational systems is not disaggregated and does not allow for analyses of educational outcomes for this population. Not only is this population invisible in state education data, the demographic data at the school level often fail to represent this population. Not acknowledging multiple heritages dismisses the identity and experiences of students who are multiracial and thus symbolically negates a part of who they are. Additionally, multiracial students may be classified in a single category by administrators for the purposes of schools and funding. This study offers the perspective of administrators and current state and federal policies on this issue as applied to Black-White self-identified children and describes the complexities and relevance of addressing multiracial policies in educational systems. An ecological theoretical framework is used to explore four research questions in this area. Data were collected from seven school district administrators across Oregon through semi-structured interviews and document analysis. Relationships in the data between responses and procedures from the seven sampled school districts are examined. Results suggest that across the seven school districts in this study, implementation of the policies and procedures of racial and ethnic categorization varied substantially. Furthermore, even though this revised race and ethnicity reporting policy was in part created to more accurately represent the multiracial population, it may actually be obscuring the multiple identities of these students. Detailed policy implications are discussed in further details in the Conclusions chapter.

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Cushing, Peter J. "The Role of District Leaders in Improving Achievement and Advancing Equity: How District Leaders Build Capacity." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106935.

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Thesis advisor: Vincent Cho
Fierce political and social pressure has intensified the demands for district leaders to narrow achievement disparities but research provides limited guidance for practice. Rorrer, Skrla, and Scheurich (2008) described a theory: district leaders should enact certain essential roles for school reform. Capacity-Building efforts of district leaders are essential to the role of Instructional Leadership. Building capacity comprises the specific actions of district leaders to improve the district’s ability to achieve complex goals. This qualitative case study explored the actions district leaders took and how they prioritized those actions to build capacity to improve student achievement. Data was collected from a single Massachusetts school district using semi-structured interviews and document reviews. This study found that leaders: established concrete learning practices (i.e. job-embedded professional development, instructional coaching model); created a supportive learning environment (i.e. establishing trust and providing time); and reinforced teacher learning (i.e. feedback and support). This study also found that leaders’ actions were driven by data. Recommendations include shifting to a data-informed decision-making process, coordination of leadership team efforts across the district and limiting initiatives to core priorities
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Dawson, Bobbie Ann Brown. "Equity among secondary students in computer usage at a northwest Florida high school." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000024.

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Chirimwami, Vincent Kiriza. "Influence of Educational Equity Policies on High School Graduation Rates for Black Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7618.

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The achievement gaps between White and Black students remain prevalent in American public schools. To resolve the problem, many school districts have developed equity-centered practices to improve high school graduation rates. The purpose of this quantitative study was to determine whether the (a) duration of exposure to educational equity policies, (b) percentage of economically disadvantaged students, (c) percentage of students with disabilities, and (d) percentage of limited-English-proficient (LEP) students are predictive of high school graduation rates for Black students in large school districts. This study was grounded in Schneider and Ingram’s social construction of target populations theory. Archival data of 466 case files from the regulatory 4-year adjusted cohort graduation rates and duration of exposure to educational equity policies were evaluated using a one-way ANOVA and a multiple linear regression. A statistically significant ANOVA indicated that large school districts without educational equity policies in place were associated with the numerically largest mean level of high school graduation rates (M = 79.73), while large school districts with 4 or more years of having educational equity policies in place were associated with the numerically smallest mean level of high school graduation rates (M = 75.48). The negative regression relationship between the percentage of economically disadvantaged students variable and the outcome variable predicted that an increase in low income students (22%) results in a 3% decrease high school graduation rates for Black students. While expressing reservation in interpreting the students with disabilities variable, the LEP variable was not significant. The findings of this study could contribute to positive social change through public policy development to increase chances of closing the education divide in America.

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Gallagher, Jeanine E. "Understanding curriculum planning practices that promote equity and excellence for students with disability." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/94843/1/Jeanine_Gallagher_Thesis.pdf.

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This thesis analyses how primary teachers plan from the Australian Curriculum for students with disabilities as part of their curriculum planning to achieve equity and excellence for all. The researcher used an institutional ethnographic approach to create data maps that visually represented how these teachers navigated across thirty-one curriculum organising texts in their individual and classroom planning. By identifying the complexity of the process, types of texts that were most influential, and the everyday/night work of curriculum planning, leaders can strategically plan to support teachers to have high expectations for students with disabilities. Key themes include students with disability, curriculum entitlement and practices that promote equity.

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Schroeder, Daniel Gene. "Self-esteem moderates the effect of wage trends on employment tenure." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035977.

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Morgan, Annabelle. "Student Mobility in Vermont Schools:." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/156.

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This dissertation project researched sudent mobility-- school changes not due to customary promotion-- and its educational correlates, for students and schools in Vermont. Student mobility research in other states has found that the majority of these students are disadvantaged youth from low-income families, and they lag behind their peers academically. Academic consequences of student mobility affect not only students, but also their schools since NCLBA implementation sanctions influence school enrollments by increasing student transfers. The need for information about rural student mobility during early NCLBA implementation is significant in predominantly rural Vermont. This was the first statewide study of outcomes of mobility for students and schools in a rural state. Three basic research questions were: (a) What is the incidence of mobility among Vermont students and schools? (b) What is the impact of mobility, i.e., how does the incidence of mobility vary according to educational correlates for students and schools? (c) What do multilevel analytical models reveal about variation in mobility from student and school perspectives that may be useful for educational policy and practice? To address these questions, the study analyzed data for Vermont public school students, grades 1 through 12, during school years 1999-2004. Data sources included: (a) the Vermont Department of Education Student Census and Demographic Update; (b) student New Standards Reference Examination English Language Arts and Mathematics tests, grades 4, 8, and 10; (c) Vermont School Report indicators, and (d) NCES-US Census public school location information. In-depth cross-sectional and longitudinal analyses of mobility, performance, sociodemographic, and educational correlates revealed significant and disturbing relationships that merit policy and prevention follow-up programming. School-level mobility incidence indicated that while in-migration was 20% on average, over 30% of the schools experienced much higher rates, mirroring urban-based mobility incidence. Academically, mobile students performed 3-10 percentile ranks lower than their stable counterparts did across grade levels and content areas on standardized tests, for longitudinal cohorts as well as cross-sectional grade groups. Risk factor analyses revealed that mobile students, relative to their stable peers, were (a) more likely to participate in free or reduced lunch programs at school, (b) less likely to have a 504 plan in place, (c) more likely to have kept a writing portfolio for 0-1 years (versus 2-5 years), (d) more likely to have kept a mathematics portfolio 0-1 years (versus 2-5 years), and (e) more likely to not meet the standard on mathematics performance tests. Hierarchical generalized nonlinear modeling analyses indicated that between 8% and 32% of the variation in student mobility was attributable to school-level composition and resources. This project aimed to benefit the Vermont educational community in several ways. Analytical methodology will provide the framework for developing a longitudinal monitoring system with mobility incidence, impact, and relevant educational information. Information from analytical results will inform a case study during spring 2005 to address student mobility by raising public awareness of associated issues that affect not only the students and their families, but also classrooms, schools and communities.

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Di, Monte Giuseppe. "Educators' Perceptions of Best Practices for Increasing Literacy Among High-Poverty Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3490.

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The local problem addressed in this study was the low reading achievement of high-poverty fourth-grade students in a small rural school in the Mid-Atlantic region of the United States. The purpose of this instrumental case study was to examine the perceptions of the campus principal and teachers at a sampled high-poverty and high achieving elementary school to determine best practices for meeting literacy needs of high-poverty students. This knowledge is important because student success in reading achievement contributes to overall academic success. The neo-sociocultural conceptual paradigm of Wertsch, del Rio, and Alverez, which links cognitive and cultural learning processes, was used as the conceptual framework for the investigation. The research questions centered on educators' perspectives of micro and macro sociocultural practices that contribute to high-poverty literacy. Interviews were conducted with 9 purposefully selected teachers and the principal. Inductive and comparative data analysis was used to elicit 15 major themes identified as micro and macro literacy improvement practices for high-poverty students. These practices included high quality professional development, instructional equity, and professional coaching. Using study results, a training program was designed for literacy specialists on how to implement inclusive literacy coaching strategies through the use of equity-based practices. The project study may contribute to positive social change by providing educators with strategies for increasing high-poverty students' literacy success in elementary schools. Improved literacy may increase high-poverty students' graduation rates, college preparation, career readiness, and chances for upward social mobility.

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Anjos, Elspeth. "Students speak, accounts of gender, equity and educational technology from an action research project." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0025/MQ51285.pdf.

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Darabi, M. "The influence of SMS advertising on online brand equity among students in the UK." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/42336/.

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With the technological improvements and new developments in the mobile industry, more and more brands are sending their advertising messages using consumers’ mobile phones. This growing interest is reflected in their allocated marketing budgets and expenditures, which shows that digital marketing and especially mobile advertising is booming. Allocations of the resources for various mobile advertising formats reveals that SMS (Short Message Service) advertising is usually ignored as it only accounts for a small portion of this expenditure, while newer approaches such as paid for search and display adverting incur the highest investments. However, new reports such as eMarketer (2016 a) suggest that there is still potential for SMS advertising to foster positive brand-customer relationships. These effects have been largely overlooked by both practitioners and academics as evidenced by the dearth of research on the influence of text messages on brand equity. Thus, this study aims to fill this gap by investigating the effect of SMS advertising on online brand equity. There is a growing body of the literature recognising the importance of brand equity. However, in terms of online brands, there is still potential for further research on online brand equity and its corresponding dimensions. Subsequently, following a comprehensive review of the literature, this study adopts four dimensions –brand awareness, brand trust, brand value and brand loyalty – to investigate online brand equity. Thus, the present thesis explores the relationship between SMS advertising and dimensions of online brand equity. In particular, the research examines the effect of two factors – namely, attitude toward using SMS advertising and consumers’ incentives assessments – on adopted dimensions of CBBE (consumer based brand equity) for online brands; specifically, brand awareness, brand trust, brand value and brand loyalty. Furthermore, this study selects students in the UK as a new cultural context. Accordingly, this study developed four research objectives and fourteen hypotheses to achieve its aim. The positivist perspective was used to examine the hypotheses. Since the study was aimed at exploring relationships between known variables, a questionnaire was designed using key items form relevant studies and administered to 311 students in the UK. The collected data was analysed for validity and reliability and subsequently, the hypothesised relationships were examined using Smartpls 3. The findings of the research show that while there are statistically significant relationships between SMS advertising and dimensions of online brand equity, their overall effect on brand equity is limited – except for the influence of incentives assessments on brand loyalty. In particular, this study showed that attitude toward using SMS advertising has direct and significant relationships with both brand trust and brand awareness. Furthermore, consumers’ assessment of the incentives that are included in text messages could affect the brand value and brand loyalty. This research also demonstrates that there are inter-relationships between the identified dimensions of online brand equity i.e. there is a significant relationship between brand value and brand trust. Moreover, the findings show that consumers’ gains (benefits) from the text messages (i.e. incentives and information) have a more significant effect on consumers’ attitude toward using SMS advertising compared to the sacrifices demanded in the process (i.e. irritativeness and importance of permission). Thus, despite the fact that some limited studies have examined the effects of SMS advertising on brand equity, this research makes incremental contributions to the mobile advertising and branding research in three ways: First, the previous studies on the factors influencing consumers’ attitude toward SMS advertising were mainly conducted before 2010. However, the nature of SMS advertising has since changed significantly i.e. the role of text messages has changed from an entertaining communication medium to a simple informative and reminder of available offers. Hence, this research re-evaluates the strength of previously identified relationships in this regard. Furthermore – applying the expectancy-value theory— this thesis focuses on attitude toward using SMS advertising (attitude toward an act) in comparison to previous research which focused on attitude toward SMS advertising or attitude toward specific text messages (attitude toward an object). Secondly, based on the hierarchy of effects model, the present research examines the inter-relationships between the dimensions of online brand equity—namely, brand awareness, brand trust, brand value and brand loyalty—for pure digital brands. Thirdly, this thesis extends the hierarchy of effects model to determine the possible relationships between SMS advertising and the dimensions of online brand equity.

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Townsend, Andrea D. "Equity and Access for Students with Disabilities: The Role of Implicit Bias and Oppression." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1625953250126442.

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Haslam, Rebecca. "Equity Pedagogies, Hidden Curricula: Social-Emotional Wellbeing Among Students Of Color In Elementary School." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1131.

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ABSTRACT The shift in the nation’s political climate between 2016-2019 has exacerbated the longstanding pervasive issues of racism and discrimination against People of Color and those marginalized by societal inequity. This has serious implications for teaching and schooling, as it causes children to feel unsafe, question their sense of belonging, and internalize racial oppression. Indicators of inequitable school experiences for Students of Color and students from marginalized identity groups warrant attention to the socially determined facets of public education: specifically a sense of school belonging (SOSB) for Students of Color, the impact of racial trauma, the patterns of social engagement that shape their experiences, as well as the pedagogical practices teachers employ to support their social-emotional wellbeing. This qualitative case study seeks to illustrate how classroom teachers at Arday Elementary School support the social-emotional wellbeing of Students of Color by examining their understanding of racial trauma and SOSB and their use of equity literate pedagogies in the classroom to effectively support their Students of Color in a public elementary school in Northern New England. Findings include the hidden curriculum, teacher critical consciousness, cultural congruence, learning environment, racial trauma, and resistance. These findings point to a newly conceptualized framework, Equity Pedagogy for Social-Emotional Wellbeing (EPSEW), which applies a social determinants perspective to examinations of educational inequity and considers the social and community contexts that predetermine and influence inequitable outcomes. Keywords: equity pedagogy, equity literacy, social determinants, school belonging, racial trauma, internalized racism, social emotional well-being, critical pedagogy, anti-bias education

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Gray, Paul Gray. "Enrollment Patterns in Advanced Middle School Mathematics Classes." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2823.

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The problem investigated in this study is that U.S. minority and low socioeconomic status (SES) student participation in advanced academic classes continues to lag behind that of Caucasian and economically advantaged students. The purpose of this project study was to investigate the participation gaps between minority and low SES students compared with non-minority and high SES students in advanced mathematics courses in the study district's middle school. The theoretical framework for the study was gap-analysis theory. A quantitative gap analysis of existing student test score data was conducted, utilizing a secondary analysis of existing Iowa Test of Basic Skills data from 347 middle school students, with 196 students classified as low SES and 129 as minority. Descriptive statistics and 2 one-sample chi square tests were used to examine differences by ethnicity and SES subgroups and to test whether the distributions of students who met the district's 70th-percentile cut-score were different than the hypothesized distribution of equal proportions. The results demonstrated significant enrollment gaps between minority and low SES students versus non-minority and high SES students. The study findings informed a policy recommendation project that offered suggestions for the current mathematics testing and enrollment program at the study site. Implications for social change include providing research-based findings to the administration at the local site on the enrollment gaps for minority and low SES students which may inform future decisions about enrollment policies for advanced mathematics courses.

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Ryan, Amanda. "An Examination of the Relation Between Self-Perceived Leadership Practices of High School Principals and Student Achievement." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13228.

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The current study explored the relation between the self-perceived leadership practices of Portland Metro area high school principals (N = 28) and the achievement levels of Hispanic and non-Hispanic White high school students on the Oregon Assessment of Knowledge and Skills (OAKS) high school math test. The Leadership Practices Inventory (LPI) self-report was used to measure frequency of leadership practices. Differential performance across categories of race and ethnicity were analyzed and compared against high school principal self-reported scores on the LPI. This study expanded on existing research by connecting principal leadership practices to student achievement by subgroup with a focus on achievement of Hispanic and non-Hispanic White students at the secondary level. Pearson product-moment correlation coefficients were computed to assess the relation between the self-reported leadership practices of high school principals and student proficiency category percentages. Multiple regressions were used to determine the relative predictive nature of the practices of an exemplary leader in relation to the percentage of Hispanic and non-Hispanic White students who exceeded, met, or did not meet standards on the 2010-2011 OAKS high school math test. School demographic factors of percentage of students of color, percentage of students receiving free or reduced price lunch (FRPL), and percentage of students enrolled in English Language Learner (ELL) programs were also analyzed to determine if these contextual factors had an impact on leadership practices. Results support no predictive nature of student achievement on principal self-assessment of leadership practices nor do they support a relation between school demographic factors and principal leadership.

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Adamson, Karen H. "The Impact of an Integrated Math and Science Curriculum on Third Grade Students' Measurement Achievement." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/185.

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The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students' mathematics achievement - specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students' performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.

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Lewis, Benjamin. "An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/2981.

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Student achievement gaps between Black and White students, and socioeconomically disadvantaged and advantaged students, have been observed and formally documented since the National Assessment of Educational Progress (NAEP) began in the 1970s. In particular, the mathematics achievement gap between these historically disadvantaged populations has been a phenomenon that, in spite of improvements, has nevertheless remained persistent for decades. This study sought to identify and derive additional information about the mathematics achievement gap between Black students and White students, and socioeconomically disadvantaged and advantaged students, by elementary and middle school level in a Virginia school district over three consecutive school years. Overall student performance on the Virginia Mathematics Standards of Learning (SOL) assessment was examined and achievement gaps were reported. In addition to overall mathematics achievement, this study also sought to detect specific mathematic conceptual areas in which Black and White students, and socioeconomically disadvantaged and advantaged students, were significantly disparate. Factorial Analysis of Covariance (ANCOVA) and Factorial Multivariate Analysis of Covariance (MANCOVA) were used to identify statistically significant differences between the subgroups in assessment scores reflecting overall mathematics achievement, and student achievement in five conceptual “content strands.” Interactions between student race, socioeconomic status, and school level were also examined. Effect sizes were calculated to indicate any practical significance corresponding to statistical significance noted. For overall mathematics performance, results indicated the continued presence of an achievement gap between Black and White students, and socioeconomically disadvantaged and advantaged students, for each year examined. Interaction was noted between race and socioeconomic status, and race and school level. For mathematics performance along the content strands, results indicated the presence of an achievement gap between Black and White students, and socioeconomically disadvantaged and advantaged students, in every conceptual area for each year analyzed. Interaction was indicated between race and socioeconomic status in all but one content strand during one school year. Consistent interaction was also observed between race and school level in two content strands. No significant effect size was indicated for overall or strand-based mathematics achievement differences, demonstrating limited practical significance. Implications for practice, limitations, and suggestions for future research are discussed.

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Tshewang, Rinchen. "Bhutanese eighth grade students' and teachers' perceptions of their classroom learning environment in relation to the new mathematics curriculum." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/86667/1/Rinchen_Tshewang_Thesis.pdf.

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This thesis examined how Bhutanese eighth grade students and teachers perceived their classroom learning environment in relation to a new standards-based mathematics curriculum. Data were gathered from administering surveys to a sample of 608 students and 98 teachers, followed by semi-structured interviews with selected participants. The findings of the study indicated that participants generally perceived their learning environments favorably. However, there were differences in terms of gender, school level, and school location. The study provides teachers, educational leaders, and policy-makers in Bhutan new insights into students' and teachers' perceptions of their mathematics classroom environments.

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Cerezo, Alison 1978. "Examining the effectiveness of the "Latino/a Educational Equity Project" (LEEP): A program designed for Latino/a college students." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10344.

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xiii, 102 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The purpose of this dissertation study was to examine the effectiveness of an intervention program specifically designed to facilitate social awareness and adjustment to college for Latino/a students enrolled in four-year universities in the Pacific Northwest. I designed an intervention program, the Latino/a Educational Equity Project (LEEP), as a multifaceted prevention intervention to increase student capacities and knowledge of: (a) the importance of building a network of individuals to support their academic endeavors, (b) political awareness of race and higher education and the importance of college retention and completion, (c) awareness of university demands and development of skills that are needed to balance home and university demands, as well as (d) comfort with and increased utilization of campus resources. As identified by the research literature, these components have been associated with both the needs of Latino/a students in higher education and with Latino/a student retention. I utilized quasi-experimental design with between- and within-subject measurement, including assessments at pre- and three-week post-test, to evaluate the effects of the LEEP program in comparison with a no-treatment control condition. The LEEP intervention was conducted at three public universities in the Pacific Northwest. The total sample for the present study was 40 treatment participants and 41 participants in the control condition. A repeated-measures MANCOVA was utilized to assess the effectiveness of the LEEP intervention program. Results demonstrated partial success for the LEEP intervention program. The intervention successfully improved participants' overall adjustment to college in comparison with control condition participants. However, intervention effects for LEEP participants were not statistically different from control participants on outcomes related to increased critical consciousness, collective self-esteem, or enhanced cultural congruity. Initial pre-test scores and lower statistical power than optimal (.35) for this type of study may partially explain why the intervention was not fully successful in these other areas. A discussion of results, strengths, and limitations of the present study and implications for future intervention research and practice and provided.
Committee in charge: Benedict McWhirter, Chairperson, Counseling Psychology and Human Services; Ellen McWhirter, Member, Counseling Psychology and Human Services; Charles Martinez, Member, Educational Methodology, Policy, and Leadership; Brian Klopotek, Outside Member, Anthropology

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Monzella, Kelley. "Educational Inequity and Ethnic Matching: Assessing Answers with Early Childhood Evaluations." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104300.

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Thesis advisor: Sara Moorman
Between the years 2000 and 2010, the Hispanic population in the United States grew by 15.2 million people at a rate faster than any other racial or ethnic group. Despite this population’s increasing size and political power, past researchers find that significant and persistent gaps exist between the test scores of Hispanic and non-Hispanic students. This study examines one solution proposed to close the test score gap: the assignment of students to demographically similar teachers. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study explores how instruction by ethnically and/or linguistically similar teachers affects the reading, math, and general science test scores of Hispanic kindergarten students. Findings suggest that when taught by a Hispanic teacher, students reported as Hispanic are predicted to earn reading test scores higher than those of students in other student-teacher dyads. Linguistic similarities have negligible effects on student outcomes after controlling for individual-, teacher- and school-level factors. Policy implications are described
Thesis (BA) — Boston College, 2015
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Sociology

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Abrahamsson, David. "Locked in or true love: Branding among banks : A qualitative study of technologies, brand equity, switching barriers, choice criteria and future strategies in the context of retail banking." Thesis, Umeå universitet, Företagsekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-95044.

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Purpose – The purpose of this paper is to increase the knowledge about technology based services affection of the ability of retail banks to build customer based brand equity among students. Design/methodology/approach – A conceptual model has been developed from theories regarding customer based brand equity, switching barriers and choice criteria. Based on this conceptual model, seven in depth interviews including several brand elicitation techniques were conducted. Findings – The findings show that students perceive the target banks to be rather similar, especially regarding technologies. In addition, the students are satisfied with their bank, however; the technology based services have difficulties in creating true customer based brand equity. Behind this difficulties are the special character of financial service combined with the student role. Together, these results suggest that the banks need to do something besides the actual services in order to build customer based brand equity and keep the customers for a long term relationship. These strategies must be developed and implemented carefully in order to keep the current image of credibility. Research limitations/implications – The paper has not included comprehensive eliciting techniques and this must be taken into account when reflecting about unconscious brand associations. Practical implications – The findings include good insights and advices that bank managers can use to create meaningful differentiations in the future and attract and keep students as customers for a long time. Originality/value - The paper combines customer based brand equity with switching barriers, which give valuable insights to both banks and researchers. Moreover, the time period of the study related to the technological innovation provides the brand equity research in the financial sector with updated knowledge.

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Lee, Ann, and Pamela J. Mims. "Accessing Academic Content for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/210.

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Mims, Pamela J., and Bree A. Jimenez. "Teaching Students with Moderate and Severe Intellectual Disability." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/319.

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A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists. Offers research-based, classroom-tested strategies for working with a variety of special needs students Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effective IEPs, and more Billingsley and Brownell are noted experts in special educator training and support This highly practical book is filled with checklists, forms, and tools that special educators can use every day to help ensure that all special needs students get the rich, rewarding education they deserve.

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Dissertations / Theses on the topic 'Equine students'

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