Дисертації з теми "Student Outcome Prediction"
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Sandusky, Sue Ann. "Predicting Student Veteran Persistence." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1585070424571773.
Повний текст джерелаPredy, Larissa Kristine. "Predicting student outcomes using office referral data from a national sample of middle school students." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43817.
Повний текст джерелаBleecker, Wendy S. "Predicting student outcomes for Washington State middle schools using school counselor's and administrator's racial consciousness and organizational variables." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Fall2007/w_bleecker_113007.pdf.
Повний текст джерелаJohnston, Jaures Prescott. "Predicting Educational Outcomes For Students Returning From Incarceration." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/42850.
Повний текст джерелаPh.D.
During the 2005-2006 school year, 967 students returned from incarceration and were assigned to RETI-WRAP (Re-Entry Transition Initiative-Welcome Return Assessment Process), a ten-day transition program operated by the School District of Philadelphia designed to review, evaluate, and make recommendations for appropriate school placement upon their return to the public school system. The current study employed a retrospective analysis of archival data from the ’05-’06 school year in order to identify those variables that predict successful transition (active in school or graduated). The data included demographic information (e.g., gender, grade, high school credits, and race), educational placement (e.g., regular or special education), severity of crime and reading and math scores as determined by standardized testing conducted by RETI-WRAP personnel. Eight variables were used to determine the prevalence, relationships, and predictive power of demographic, academic, and crime-related variables. Frequency distributions, Pearson correlations, Phi coefficients, and discriminant function analysis were conducted to examine prevalence, associations between variables, and predictions to successful re-entry. A significant Wilks’ Lamba of .945 was obtained for the sole discriminant function. Three variables emerged as significant predictors of successful re-entry: the number of credits obtained, the severity of the crime committed, and the age of the student. Younger students with more credits who committed less severe crimes were more likely to have achieved a successful transition. The amount of variance (5%) explained by the statistical model was limited by the imbalanced nature of the sample, in that few students (21.9%) experienced a successful transition. The current study highlighted the dynamics and overall profile of one of the most challenging and vulnerable populations in the public school system. By using database decision- making and providing a comprehensive framework to understand the characteristics of students who transition successfully, policy makers are in a better position to identify an optimal placement match based on empirical findings, thus decreasing the number of students who drop out of school or who remain involved with the juvenile justice system.
Temple University--Theses
Allen, Patricia Hayden. "The relationship of learner entry characteristics and reading and writing skills to program exit outcome." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1141.
Повний текст джерелаWood, Robert G. "Predicting the outcome of leadership identification from a college student's experiences." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154193.
Повний текст джерелаWang, Xueli. "From Access to Success: Factors Predicting the Educational Outcomes of Baccalaureate Aspirants Beginning at Community Colleges." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1215015456.
Повний текст джерелаWood, Julie E. "Predicting School Success From A Disruption in Educational Experience." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1477645391441543.
Повний текст джерелаFaas, Caitlin Suzanne. "Predicting Socioeconomic Success and Mental Health Outcomes for Young Adults who Dropped out of College." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23934.
Повний текст джерелаPh. D.
Hardesty, Robin B. "Stress, Coping, and their Prediction of Mental Health Outcomes in International Baccalaureate High School Students." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3869.
Повний текст джерелаClark, James. "A Data Mining Framework for Improving Student Outcomes on Step 1 of the United States Medical Licensing Examination." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1070.
Повний текст джерелаReed, Linda E. Newsom Ron. "Determining the relationship between motivation and academic outcomes among students in the health professions." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3624.
Повний текст джерелаHaber, Paige. "Cocurricular involvement, formal leadership roles, and leadership education experiences predicting college student socially responsible leadership outcomes /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3720.
Повний текст джерелаThesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Stevens, Meighan Noelle. "Comparing Two Individually Administered Reading Assessments for Predicting Outcomes on SAGE Reading." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6697.
Повний текст джерелаTorres, Danielle Marie. "An outcome study of a career and educational development intervention for Mexican American high school students : an investigation of academic resiliency /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3120628.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 177-187). Also available for download via the World Wide Web; free to University of Oregon users.
Pierce, Benjamin. "The Intersection of School Ethnic Composition and Structure: Predicting Social and Academic Outcomes Among Latino Students." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4964.
Повний текст джерелаElmäng, Niclas. "Sequence classification on gamified behavior data from a learning management system : Predicting student outcome using neural networks and Markov chain." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18654.
Повний текст джерелаGifford, Tierney A. "Predictive Validity of Curriculum-Based Reading Measures for High-Stakes Outcome Assessments with Secondary Students Identified as Struggling Readers." Thesis, State University of New York at Albany, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241844.
Повний текст джерелаCurriculum-based measurement (CBM) tools are used widely to assess students’ progress within different stages of the Response to Intervention (RTI) process. Despite the wide-spread use, little research has identified the efficacy of reading CBMs in predicting secondary student outcomes on high-stakes assessments. High-stakes assessments are being utilized to determine outcomes for not just students, but teachers, administrators, and districts. More research is needed to determine if reading CBMs are useful tools for the populations of struggling secondary readers. The current study was a secondary analysis of existing data, which attempted to gain an understanding of this through examining the predictive validity of CBMs and high-stakes pre-assessments on end-of-year outcomes. The population included struggling, seventh grade readers who had not demonstrated proficiency on previous state tests and who attended urban schools representing low socio-economic status and high ethnic diversity. Results identified previous year state tests and norm-referenced tests as significant predictors of end-of-year outcomes, both individually and in combination. Though the reading fluency CBMs accounted for some variance in the regression equation, the amount was negligible. Student ethnicity and group status (i.e., whether received intervention) were not significant predictors of end-of year outcomes. These results indicate that CBMs may not provide additional valuable information in the prediction of student outcomes for secondary struggling readers. This finding is important for educators to weigh with other concerns, such as ease of use and time constraints, as existing pre-assessments (i.e., state tests, norm-referenced screening tools) may provide enough information without the additional use of CBMs.
Mendez, Julian Jesus. "From Migrant Farmworkers to First-Generation Latina/o Students: Factors Predicting College Outcomes in Students Participating in the College Assistance Migrant Program." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/322983.
Повний текст джерелаErdos, Caroline. "Predicting language and literacy outcomes of typically-developing and at-risk English-speaking elementary students in French immersion programs." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103492.
Повний текст джерелаDes études ont démontré l'efficacité des programmes d'immersion dans une langue seconde, tant pour les élèves qui se développent normalement que pour ceux qui sont désavantagés au plan académique soit à cause d'un rendement académique faible, soit en raison de l'appartenance à un milieu socio-économique défavorisé ou encore à un groupe ethnique minoritaire (voir Genesee, 2006, pour un résumé). Par contre, bien qu'il y ait une tendance à croire que la nature de la première langue (L1) ainsi que le niveau de développement dans cette langue avant l'entrée à l'école soient un prédicteur important du rendement académique surtout dans le domaine de la littératie, il y a peu d'études au sujet des différences individuelles notées au plan de la littératie et du langage oral dans une deuxième langue (L2) chez les élèves en immersion et surtout chez les élèves qui sont à risque de présenter des difficultés au plan de la littératie ou du langage oral (Genesee, 2006). Quatre-vingt-six (86) élèves scolarisés dans un programme d'immersion française (IF) précoce et ayant l'anglais comme langue dominante ont été évalués à trois moments distincts, soit à l'automne de la maternelle, au printemps de la maternelle et au printemps de la première année. Notre échantillon comprenait des enfants qui se développaient normalement ainsi que des enfants à risque de présenter des difficultés au plan du langage écrit ou du langage oral. Notre batterie de tests était formée d'un grand éventail d'épreuves de langage oral et de langage écrit. En accord avec la vaste littérature existant déjà au sujet de L1 (e.g. NICHD, 2000), les résultats de notre première étude ont démontré que les meilleurs prédicteurs à la maternelle pour le décodage en L2 étaient la connaissance du principe alphabétique en anglais et la conscience phonologique en anglais. Contrairement à ce que d'autres chercheurs ont trouvé (Jared, Cormier, Levy, & Wade-Woolley, 2006), la connaissance du français lors de l'entrée à la maternelle est apparue comme un troisième prédicteur significatif. Les mêmes variables ont été des prédicteurs significatifs de la compréhension en lecture, avec la contribution additionnelle des scores reliés au langage oral en L1, ce qui suggérait que les habiletés de langage oral jouent un rôle important en ce qui a trait à la compréhension en lecture. De plus, nous avons pu évaluer une théorie populaire qui porte sur la lecture, la théorie 'Simple View of Reading' (Gough & Tunmer, 1986). Nos résultats indiquaient que cette théorie était applicable de façon intralinguistique, mais pas de façon interlinguistique. Dans une deuxième étude, nous avons examiné le développement du langage oral et de la littératie chez des élèves se développant normalement ou à risque de présenter des difficultés au plan du langage oral ou du langage écrit. Cette étude a mis en évidence le caractère distinct des déficits notés soit au plan du langage oral, soit au plan du langage écrit, et ce, à trois niveaux. Même si les épreuves ont été administrées à un moment où les élèves n'avaient pas encore reçu d'enseignement en langage écrit, leur performance en anglais, langue maternelle, au début de la maternelle ainsi que celle observée à la fin de la maternelle étaient toutes les deux un prédicteur significatif de leur performance en première année. Toutefois, la performance à la fin de la maternelle est apparue comme un prédicteur plus précis. Globalement, nos résultats suggèrent l'existence de profils de risque distincts pour les difficultés au plan du langage écrit et pour celles notées au plan du langage oral. Ces résultats indiquent également qu'il est possible d'identifier très tôt les enfants qui ont de fortes chances d'avoir des difficultés de langage oral ou de langage écrit, et ce, même s'ils sont scolarisés dans une L2. Finalement, nos résultats suggèrent qu'il est possible de prédire le domaine spécifique qui pourrait être une source de difficulté pour ces enfants.
Zook, Catherine E. "The predictive influence of academic achievement, career exploration, self-esteem, and feminist identity to the career self-efficacy and outcome expectations of college women /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988714.
Повний текст джерелаReed, Linda E. "Determining the Relationship Between Motivation and Academic Outcomes Among Students in the Health Professions." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3624/.
Повний текст джерелаLipsky, Miriam G. "Head Start Teachers’ Vocabulary Instruction and Language Complexity During Storybook Reading: Predicting Vocabulary Outcomes of Students in Linguistically Diverse Classrooms." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/549.
Повний текст джерелаChen, Tavymae W. "Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/487.
Повний текст джерелаAdderley, Zhivago Trevino. "Predicting Academic Outcomes for Third Grade Students: Examining the Reading Achievement of Diverse Students Using the Diagnostic Lens of the Dynamic Indicators of Basic Early Literacy Skills." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4624.
Повний текст джерелаBuggs, Michelle L. "The Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799467/.
Повний текст джерелаFinch, Julie. "Examining the Impact of Psychological Capital on Student Mental Health and Wellbeing in an Australian School Context: Predictive Relationships and Outcomes of a Brief Novel Intervention." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/416307.
Повний текст джерелаThesis (Professional Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Applied Psychology
Griffith Health
Full Text
LIN, JIUN-SHIU, and 林軍旭. "The Prediction of Mapping Process on Outcome of Elementry Students in Computer Supported Concept Mapping Activity." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/07629040054083456687.
Повний текст джерела國立臺南大學
資訊教育研究所教學碩士班
90
This study is to investigate the prediction of the mapping outcome caused by the concept mapping process processed by computer-supported concept mapping system. This study employed decision tree technique to induce the decision path between mapping process and mapping outcome. Two hundred and twenty-one primary students attended this evaluation study. It was found that the decision tree might assist teacher to gain insight into the difference of higher grades or lower ones. According to the decision path and the internal node of decision tree, teachers could discern the properties of the concept mapping process from the mapping outcome of various students.
"The Behavioral And Emotional Screening System - Student Form As A Predictor Of Behavioral Outcomes In Youth." Tulane University, 2016.
Знайти повний текст джерелаLu, Yung-chin, and 盧永欽. "Depression and Positive Outcome Expectancy in Predicting Online Game Use and Internet Addiction among Male and Female College Students in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/28771720479919918227.
Повний текст джерела國立成功大學
行為醫學研究所
97
Background People who access the internet excessively may result in poor academic performance, work problem, family conflict, and most importantly may cause internet addiction. Studies have shown that the primary type of internet use was playing online games. Furthermore, previous studies have consistently shown that depressive symptoms could affect individuals’ addictive behavior. Additionally, positive outcome expectancy, from Bandura's social cognitive theory has also been used to explain addictive behaviors. However, no well-established and comprehensive model has integrated depression and positive outcome expectancy in explaining the risks for online game use and internet addiction among male and female college students. Through the application of the Structural Equation Model, this study was designed to examine the psychological mechanism of online game use and internet addiction. Three hypothesized models integrating depressive symptoms, positive outcome expectancy determinants of online game use and internet addiction were proposed and examined in this study: The direct model: depressive symptoms would directly affect the online game use and in turn cause internet addiction; positive outcome expectancy of online game use would affect the online game use time in causing internet addiction through online game use. The mediation model: depressive symptoms would indirectly affect the online game use and cause internet addiction via positive outcome expectance of online game use. The hybrid model: depressive symptoms would directly, and indirectly through positive outcome expectancy of online game use, affect the online game use and cause internet addiction. Gender differences may exist in the online game addiction models for college students. Thus, the present study separated participants into male and female groups in order to examine gender differences for the hypothesized internet addiction models. Methods A cross-sectional design was taken. Participants: A cluster random sampling by department was further applied to randomly choose subjects from each major. A sample of 2,955 participants was invited to participate in this study. Finally, 2,004 participants agreed and completed all the questionnaires without missing data, which composed of 1,133 females and 871 males, gaining a response rate of 67.90%. Measurements: Questionnaires used in the present study included demographic data, Ko’s Depression Inventory, Online game use, Positive outcome expectancy of online game use scale, and The Chen Internet Addiction Scale. Procedure: Data were collected in 2006 from 14 colleges in southern Taiwan. Before group administration, the purpose and details of the study and confidentiality were fully explained and students’ informed consents were obtained. Statistical analysis: we examined the relationship among the variables through the Structural Equation Model (SEM) which was carried out by the AMOS program (Amos 7.0). Results The results showed that the hybrid model among female and male college students had a good model-fit evaluation. The primary findings is as follows:(1)College students who had more depressive symptoms had more online game usage.(2)With more online game usage, college students had a higher tendency of Internet addiction.(3)With higher positive outcome expectancy of online game, college students had more online game usage.(4)The results showed that depressive symptoms had both direct, and indirect effects via the positive outcome expectancy of online game use, on the online game use, in males and females, explaining 34% and 25%, respectively of the variance in predicting internet addiction. Conclusion and Implication Our results not only supported the self-medication model of online game use and internet addiction, but confirmed the mediated role of positive outcome expectancy between affect and online game use and internet addiction among female and male college students. We suggest preventive programs for online game addition should focus on the education of coping with depression and stress, alternative ways to meet individual needs for achievement and maintain adequate time management skills for online game usage.
(6326255), Stefan M. Irby. "Evaluation of a Novel Biochemistry Course-Based Undergraduate Research Experience (CURE)." Thesis, 2019.
Знайти повний текст джерелаCourse-based Undergraduate Research Experiences (CUREs) have been described in a range of educational contexts. Although various learning objectives, termed anticipated learning outcomes (ALOs) in this project, have been proposed, processes for identifying them may not be rigorous or well-documented, which can lead to inappropriate assessment and speculation about what students actually learn from CUREs. Additionally, evaluation of CUREs has primarily relied on student and instructor perception data rather than more reliable measures of learning.This dissertation investigated a novel biochemistry laboratory curriculum for a Course-based Undergraduate Research Experience (CURE) known as the Biochemistry Authentic Scientific Inquiry Lab (BASIL). Students participating in this CURE use a combination of computational and biochemical wet-lab techniques to elucidate the function of proteins of known structure but unknown function. The goal of the project was to evaluate the efficacy of the BASIL CURE curriculum for developing students’ research abilities across implementations. Towards achieving this goal, we addressed the following four research questions (RQs): RQ1) How can ALOs be rigorously identified for the BASIL CURE; RQ2) How can the identified ALOs be used to develop a matrix that characterizes the BASIL CURE; RQ3) What are students’ perceptions of their knowledge, confidence and competence regarding their abilities to perform the top-rated ALOs for this CURE; RQ4) What are appropriate assessments for student achievement of the identified ALOs and what is the nature of student learning, and related difficulties, developed by students during the BASIL CURE? To address these RQs, this project focused on the development and use of qualitative and quantitative methods guided by constructivism and situated cognition theoretical frameworks. Data was collected using a range of instruments including, content analysis, Qualtrics surveys, open-ended questions and interviews, in order to identify ALOs and to determine student learning for the BASIL CURE. Analysis of the qualitative data was through inductive coding guided by the concept-reasoning-mode (CRM) model and the assessment triangle, while analysis of quantitative data was done by using standard statistical techniques (e.g. conducting a parried t-test and effect size). The results led to the development of a novel method for identifying ALOs, namely a process for identifying course-based undergraduate research abilities (PICURA; RQ1; Irby, Pelaez, & Anderson 2018b). Application of PICURA to the BASIL CURE resulted in the identification and rating by instructors of a wide range of ALOs, termed course-based undergraduate research abilities (CURAs), which were formulated into a matrix (RQs 2; Irby, Pelaez, & Anderson, 2018a,). The matrix was, in turn, used to characterize the BASIL CURE and to inform the design of student assessments aimed at evaluating student development of the identified CURAs (RQs 4; Irby, Pelaez, & Anderson, 2018a). Preliminary findings from implementation of the open-ended assessments in a small case study of students, revealed a range of student competencies for selected top-rated CURAs as well as evidence for student difficulties (RQ4). In this way we were able to confirm that students are developing some of the ALOs as actual learning outcomes which we term VLOs or verified learning outcomes. In addition, a participant perception indicator (PPI) survey was used to gauge students’ perceptions of their gains in knowledge, experience, and confidence during the BASIL CURE and, therefore, to inform which CURAs should be specifically targeted for assessment in specific BASIL implementations (RQ3;). These results indicate that, across implementations of the CURE, students perceived significant gains with large effect sizes in their knowledge, experience, and confidence for items on the PPI survey (RQ3;). In our view, the results of this dissertation will make important contributions to the CURE literature, as well as to the biochemistry education and assessment literature in general. More specifically, it will significantly improve understanding of the nature of student learning from CUREs and how to identify ALOs and design assessments that reveal what students actually learn from such CUREs - an area where there has been a dearth of available knowledge in the past. The outcomes of this dissertation could also help instructors and administrators identify and align assessments with the actual features of a CURE (or courses in general), use the identified CURAs to ensure the material fits departmental or university needs, and evaluate the benefits of students participating in these innovative curricula. Future research will focus on expanding the development and validation of assessments so that practitioners can better evaluate the efficacy of their CUREs for developing the research competencies of their undergraduate students and continue to render improvements to their curricula.