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Published: 10 December 2022

Last updated: 29 January 2023

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1

O'Brien, Alise. "Perceptions of academic resilience among teachers and twelfth grade adolescent girls." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154970.

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This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students’ responses on the Locus of Control (LOC) survey were analyzed.

Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students.

Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.

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2

Stowers, Donald E. "The prewriting processes of four twelfth grade students." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/49899.

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Little research has been done which shows what the prewriting strategies of students are and what the usefulness of prewriting models are in the production of drafts. These case studies were designed to describe the prewriting strategies of four twelfth grade, advanced placement English students as they composed through three impromptu writing session, beginning with the time they received a prompt and directions to begin until they felt they had completed an essay. Each of three composing aloud sessions was used to draw a writing protocol, from which data were coded in five seconds intervals. Two basic sections were coded: strategies, the means students used to recall cognitively stored data (e.g., making associations, asking questions); and acts, anything physical the students did (e.g., transcribing, commenting). The first composing aloud session was used to draw data from which the students’ intact, acquired strategies could be determined. Given a one-word prompt, the students were asked to use as much time prewriting as they wished and to write an essay. The students were given prewriting models, Rohman’s meditation and Larson’s questioning strategy, for the next two impromptu writing sessions. They were asked to write an essay after having used the models. The students recounted their writing histories in the final session. Findings indicated that these students used l either an associational (the prompts were associated with single word nouns and phrases) or an analytical, (the question "What is it?" guided their search) strategy when they revealed their intact, acquired strategies. Prewriting served as a time for the students to develop a thesis sentence; when that task was completed, they began their essays. Rohman’s was perceived as too restrictive and limiting, while Larson’s was completely rejected.
Ed. D.
incomplete_metadata

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3

Hornbeck, Dustin Dwight. "OUTSOURCING THE TWELFTH-GRADE YEAR OF HIGH SCHOOL: A CASE STUDY." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552052341625115.

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4

Price, Danielle Nicole. "Spatial Cognition among Montana Eleventh and Twelfth Grade Agricultural Education Students." Thesis, Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/price/PriceD04.pdf.

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The purpose of this study was to determine high school student's spatial cognition abilities to identify features and attributes in agriculture production images, projected in two-dimension (2D) or three-dimension (3D). The effects of selected demographics on spatial cognition were examined. The population consisted of 101 high school students from selected secondary agricultural education programs during the Fall Semester of 2003. Criteria for participation were that the class size be 10-15 students enrolled in 11th or 12th grade. The agricultural classes were randomly assigned as either participating in the 2D or 3D study. When viewing 2D and 3D images of production agriculture students were able to correctly identify features and attributes about 50 percent of the time. Based on the 17 multiple-choice questions of the 23 questions used, there was no significant difference in students' spatial cognitive abilities when viewing 2D and 3D production agriculture images. When viewing production agriculture images in 3D, containing features and attributes relative to elevation, spatial cognition was enhanced. Age, grade level, semesters enrolled in agricultural education, gender, place of residence and prior GIS experience did not enhance spatial cognition.

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5

Bryan, Jenelle Sue. "Environmental science curriculum for eleventh through twelfth grade classes." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1508.

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6

Philpot, Helen. "A Curriculum Guide for Integrating Literary Theory into Twelfth Grade Florida english Language Arts." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1186.

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

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7

Barcinas, Jeff D. T. "Comparison of attributes of rural and urban secondary schools and twelfth grade students in Ohio /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114112414.

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8

Odell, Kerry S. "The Educational and Occupational Aspirations and Expectations of Rural Ohio Tenth- and Twelfth-Grade Students." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1222692061.

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9

Walther, Jon Louis. "The effects of word processing and two common instructional methods on the essay revisions of twelfth grade students." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3477.

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Statement of the problem. The purpose of this study was to investigate the interaction between two common instructional methods--the use of editing questions and the use of models--and word processing in the revisions of twelfth-grade students. This study addressed the following questions: Will students' revisions of analytical essays be significantly affected by the used of word processing? Will students' revisions be significantly affected by the use of editing questions or writing models? And will there be a significant interaction between instructional method and computer use? Methods. A sample of 33 twelfth-grade students wrote four essays under four different conditions: word processing with model essays, word processing with editing questions, non-word processing with model essays, and non-word processing with editing questions. The resulting rough and final drafts were scored holistically, according to idea/example count, and according to error count. A statistical analysis of the differences between rough draft scores and final draft scores was then conducted using ANOVA and $t$-scores. Results. Holistic scores and idea/example counts for the final drafts were significantly greater than those for corresponding rough drafts, but there was no significant decrease in error/example counts. The study did not demonstrate a significant difference in changes in the three scores between rough and final drafts among the four conditions. The study did demonstrate a significantly higher idea/example count and error count for the final drafts of essays written with word processing. Conclusions. The study indicates that the use of word processing does affect the student's composition process but will not necessarily improve the quality of the student's writing or the quality of student revisions.

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10

Fithian, Sue. "An administrators guide for the implementation of kindergarten through twelfth grade science fairs." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/435.

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11

Al-Shahrani, Amer A. S. "An analysis of variables related to biology achievement at the twelfth-grade level in the southwestern region of Saudi Arabia /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487599963592616.

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12

Vanchu, Michelle Mae. "Test-wiseness : its effect on the supply items of the British Columbia provincial examinations for grade twelve students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29859.

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Test-wiseness, possessed in different amounts by different individuals, is the ability to use test format, test characteristics, and/or the testing situation to receive a high score. As such, test-wiseness is an unwanted source of variance which can inflate test scores, thus invalidating test results. Problems of inappropriate interpretation may arise when test scores are affected by test-wiseness. The present study addressed the relationship between test-wiseness and English ability, as measured by the British Columbia Provincial English 12 Examination for June of 1989. The English 12 examination contained both selection and supply items. This provided an opportunity to examine both types of items and their relationship to test-wiseness. Previous research had focussed on selection items. To provide a framework for understanding and presenting the results the present research was divided into two substudies. Substudy I addressed questions concerning the nature and strength of the relationship of test-wiseness to the selection, short-answer, and extended-answer items of the English 12 examination. The selection items of the English 12 examination provided reference for interpreting the results for the short-answer and extended-answer items. Test scores were adjusted for the presence of verbal ability and it was found, as previous research indicated, that test-wiseness and verbal ability were moderately correlated. To further clarify the concept of test-wiseness, differences between test-wise and test-naive students were examined in terms of means and variability on selection, short-answer, and extended-answer items of the English 12 examination. The results of the study are based on test data for 735 students collected from April to June of 1989. Each student completed the Test of Test-Wiseness (TTW), Language Proficiency Index (LPI), and a form containing ethnographic information. Test scores for the English 12 examination were provided by the Ministry. Based on the analyses of test data for 735 grade twelve students, test-wiseness accounted for less than four percent of the variance on the English 12 examination for selection, short-answer, and extended-answer items on Substudy I. These results were found to be statistically significant. Results for Substudy II indicated that there were differences between test-wise and test-naive students in terms of means for the selection and short-answer items. Results for the extended-answer (essay) item were non-significant. There were no differences in variability between the test-wise and test-naive samples for any of the item types. The results of the present study will be of interest to those involved in constructing the English 12 examination, as well as grade 12 teachers and students. The test score on the English 12 examination accounts for 40% of a student's English 12 final grade, with a student's graduation or failure based upon these results. As such, English 12 examination scores should be as accurate and valid as possible.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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13

Stevens, Anthony J. "The Benefits of Teacher-Led Classroom Discussion in a Secondary Social Studies Classroom." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281640769.

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14

Horstman, Patrick. "The Benefits of Implementing Issue Centered Social Studies Instruction with High School Students." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281550898.

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15

Phunlapthawee, Kanda. "An Analysis of Construct Structures for Spatial and Error Pattern Scores Associated with the Spatial Ability and Related Gender Differences of Twelfth Grade Students in Thailand." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392740128.

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16

Aal-Hussain, Abdulqader. "A study of academic achievement, socioeconomic status, intelligence, gender and their relations to general and academic self-concept of twelfth grade students in the United Arab Emirates." Thesis, University of Hull, 1991. http://hydra.hull.ac.uk/resources/hull:4568.

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This study is based on a multifaceted model of self-concept and aimed to explore the intricacies of the multidimensional nature of self-concept and its relationship to students' academic achievement, socioeconomic status and their intelligence. Sex differences in various facets were also investigated as a major concern of this study. The subjects of this study were 157 boys and 177 girls, drawn from 12th Grade students from five educational zones in the United Arab Emirates. Three instruments were used to assess students' self-concept. The Self-Description Questonnaire (SDQ) was utilised to assess students' self-concept of Arabic language, chemistry, mathematics, peer relations, parent relations, physical ability and physical appearance. The Brokeover Self-Concept of Academic Ability Scale (SCAA) was administered to assess students' self-concept of general academic ability. Students' general self-concept was measured by the Coopersmith Self-Esteem Inventory. The Raven Progressive Matrix Test assessed students' general IQ and Socioeconomic Status (SES), measured by the sum of four demographic variables related to parents' education, occupation, housing and income. Students' achievement level was assessed by the mid-term examination grades in Arabic language, mathematics and chemistry. The major statistical tools used were independent t-test, simple correlation, partial regression, stepwise regression and canonical correlation analysis. The findings of this study reveal that girls had higher self-concept of mathematics, chemistry, general academic ability and physical appearance and boys had higher self-concept of physical ability. No sex differences, however, were recorded in the areas of Arabic language, parent relations, peer relations and general self-concept. Furthermore, a significant low correlation was observed between IQ and some dimensions of selfconcept (mathematics, general and general academic ability). A weak association was found between students' socioeconomic status and their general and academic selfconcepts. The relationships between self-concept dimensions and each of IQ and SES were different for boys and girls. Students' achievement scores in mathematics and chemistry were strongly correlated with their self-concept in corresponding areas, but showed almost no correlatation with their non-academic self-concepts. A few recommendations are forwarded for further study and some implications are outlined at the end of this thesis.

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17

Borden, McKay. "Effects of career guidance strategies for females on career maturity and locus of control of high-achieving twelfth-grade females." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/39731.

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This study was designed to examine the effectiveness of the following career guidance strategies: career information investigating, job information interviewing, shadowing, panel of positive female role models, parental involvement and group counseling on career maturity and locus of control of high-achieving twelfth-grade females. Participants in this study were thirty-two high-achieving twelfth-grade females currently enrolled in advanced placement English classes, who were currently taking advanced mathematics, advanced science, and advanced foreign language courses; or who had completed three years of advanced mathematics, advanced science, and advanced foreign language courses. The design of this experiment was a pretest-posttest, experimental/control group design. The participants in the treatment group participated in a ten-week career guidance program involving strategies to increase career maturity and improve internal locus of control utilizing the results of the Caree~ Maturity Inventory, Counseling Form B-1 and the Different situations Inventory.
Ed. D.

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18

Kopp, Julie. "Techniques for Improving Student Engagement and Comprehension through the Pairing of Young Adult Literature with Classic Literature in Advanced Placement or Honors Twelfth Grade Classrooms." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/954.

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Classics remain important to high school curriculum; however, they are also not palatable to today's students. This problem can be addressed by the use of young adult literature to help engagement and comprehension when paired with classic literature. By connecting the two, a student has the chance to learn something they will enjoy before moving on to what would be seen as efferent reading This thesis contains a review of literature on integrating young adult literature in the classroom in order to view its effects on the students' engagement and comprehension. This study focuses on twelfth grade students taking Advanced Placement and Honors courses. Much of the research covers from the middle grades up to ninth grade. No direct research has been found for the twelfth grade level to have students become more avid readers past graduation. The thesis contains sample unit schedules with at least three sample lesson plans within each unit. There are explanations of how these lessons can used in conjunction with young adult literature and classical literature. Each unit covers a different classic novel list and provides the best way to engage students with increased comprehension when put into practice in any twelfth grade Advanced Placement and Honors classroom.
B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership

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19

Man, Daisy Wailing. "Cross-cultural study of test-wiseness." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28772.

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The objectives of this study were to investigate the cultural differences in test-wiseness between Chinese and Canadian students; to study the impact of test-wiseness on British Columbia Grade 12 provincial examination results among Chinese students in British Columbia; and to examine the relationship of test-wiseness, and four correlates (verbal ability, achievement motivation, length of residency in Canada, multiple choice experience) among the Chinese students. The Test of Test-wiseness and Student Survey questionnaire were administered to 41 Grade 12 foreign Chinese students who wrote the provincial examinations in January 1990. Completed test data were compared with the same data from Canadian and Chinese immigrant students who wrote the provincial examination in June 1989. The data were analyzed by a linear regression model. The results indicated that ethnicity accounted for a significant amount of variance in test-wiseness. Foreign Chinese students were significantly less test-wise than both Canadian and Chinese immigrant students. Foreign Chinese students scored significantly lower than the other two groups in absurd-options, different-options, stem-options link and guessing subtests in the Test of Test-wiseness. The results also showed that test-wiseness did not account for a significant amount of variance in provincial examination scores (English 12 and Algebra 12). The four correlates together accounted for very little variance in test-wiseness. None of them significantly correlated with test-wiseness, except that length of residency in Canada correlated positively with test-wiseness. Finally, the three ethnic groups showed no significant differences in achievement motivation but foreign Chinese students scored significantly lower than Chinese immigrant students who scored in turn lower than Canadian students in verbal ability. The findings imply that language plays a crucial part in test-taking situations. With inadequate English language skills, foreign Chinese students were unable to satisfactorily comprehend the test questions, and hence their test performance were very close to what would be expected from random guessing. It is suggested that these students require examination coaching skills as well as improvement in English language skills.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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20

Nuckols, Terri L. "Issues of technology adoption in 9–12 computer based instruction." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2494.

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This study was designed to examine computer based instruction in the 9-12 public high school. All high schools included in the study were part of the original Digital High School grants, and had a student population of over 1000 students. The purposes of the study were to examine factors affecting technology implementation, to explore how teacher attitudes, expertise, and cultural and pedagogical beliefs affected adoption, to determine how critical staff development and resources were in successful implementation, and to investigate organizational variables that were in place for successful adoption of computer based instruction. The study was conducted using Everett Rogers' five stages of the innovation-decision process. Nine technology coordinators were interviewed for this study. Following the interviews, 13 categories emerged and a grounded theory was formed. The study concluded with five recommendations for practitioners who would like to successfully implement technology on their school sites.

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21

Alnaimi, Hamda Hamad. "A longitudinal mixed methods study of twelfth grade Qatari students' higher education and occupational choices and the role of family, friends, and school as factors influencing these decisions." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/73338/.

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This study aims to find out how Qatari twelfth-grade students make decisions relating to their future education and occupations. It is based on information drawn from a mixed methods longitudinal research study carried out over one year in two independent schools in Qatar (one girls’ and one boys’ school) – schools chosen because they had the highest numbers of Qataris attending twelfth grade in the year of data collection. Quantitative data was drawn from a questionnaire answered by 308 Qatari students (185 girls and 123 boys). Qualitative data was obtained by interviewing 21 Qatari students twice (11 girls and 10 boys). The first round of interviews took place while students were in their last semester of schooling and the second round of interviews took place after the students had left school. This study found that parents, especially the father, and older friends are very important in young Qataris’ career decision-making processes, leading us to consider the methods currently used in school career guidance. It suggests that these may need to be re-thought to ensure they are suitable for everyone. This study also highlights the social pressure applied to Qatari boys, a pressure which interferes with them making their future career decisions freely.

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22

White, Carol. "Sixth form general studies: some aspects of curriculum development in English schools foundation schools withparticular reference to King George Vth School." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955514.

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23

Ruffin, Christopher. "The Impact of Self-Efficacy and Academic Achievement on Twelfth Grade African-American Male TriO Program Participants: A Comparison Study of Two TRiO Programs at a Select Urban Institution." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/119.

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This qualitative study examined the impact of TRIO-Upward Bound and Math Science programs for 12th-grade African-American male participants. The overall aim studied their self-efficacy in fulfilling graduation requirements and academic achievement in preparation for acceptance into a postsecondary institution. Data collection methods for this study were comprised of interviews, surveys, and student achievement data. Utilizing the qualitative director interviews, the researcher analyzed the data and presented the impact of independent variables on the effectiveness of the Upward Bound TRIO program for African-American 12th-grade males. A comparison of two Upward Bound TRIO programs at a select urban southern institution was conducted in the southern region of Georgia. The results were analyzed and queried as to whether the academic challenges confronting economically disadvantaged potential first generation college students, particularly African-American males, suggest an urgent call to action for an effective intervention strategy.

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24

White, Carol. "Sixth form general studies : some aspects of curriculum development in English schools foundation schools with particular reference to King George Vth School /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12318097.

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25

Roy, Alicia M. "High school, the principal, public policy, and the senior capstone project : foundations, an implementation model, and effects /." 2010. http://www.consuls.org/record=b3096734~S16.

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Thesis (Ed.D.) -- Central Connecticut State University, 2010.
Dissertation advisor: Karen Beyard. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 140-149). Also available via the World Wide Web.

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26

李建華. "A Study of Learning Motivation, Education Aspirations and Learning Satisfaction of Comprehensive High School Students : an Example of Twelfth Grade Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/01777446621220651940.

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碩士
國立彰化師範大學
商業教育學系
101
Abstract The main purposes of this research are to understand the current situation of the 12th grade comprehensive high school students’ learning motivation, education aspirations and learning satisfaction, and to investigate the relationships among the learning motivation, education aspirations and learning satisfaction. This research is conducted through questionnaires with 911 effective samples out of 1,010 students. The collected data was analyzed through mean, standard deviation, t-test, one-way ANOVA, and Pearson product movement correlation. The main results are summarized as follows: 1. The learning motivation, education aspirations and learning satisfaction of comprehensive high school students are moderate. 2.The students choosing elective courses in different classes show more satisfaction in learning motivation,curriculum,and learning achievements than the ones choosing elective courses in the same class. 3.Among the various programs,the learning motivation of the vocational program learners is higher than the learning motivation of the social and the scientific programs. 4.The students choosing the program with interests show more satisfaction than the ones choosing the program without interests consideration. 5.The learning motivation and satisfaction of the 11th-graders tracked during the first semester are higher than the ones of the 10th-graders tracked during the second semester. 6.Student’s learning motivation, education aspirations and learning satisfaction are positive correlated.

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27

Brannon, Jeremy R. Wood Susan Nelson. "Measuring poetry a self-study of teacher effectiveness in a 12th grade advanced placement literature and composition class /." 2004. http://etd.lib.fsu.edu/theses/available/etd-07072004-143751.

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Thesis (M.S.)--Florida State University, 2004.
Advisor: Dr. Susan Nelson Wood, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 27, 2004). Includes bibliographical references.

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