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You searched for subject:(Sustained Academic Achievement). Showing records 1 – 2 of 2 total matches.

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University of Texas – Austin

1. Ansari, Arya. The antecedents and outcomes of preschool programs for children in America.

Degree: Human Development and Family Sciences, 2016, University of Texas – Austin

There has been an increased interest in the early childhood years as a point of intervention and, specifically, on preschool programs, which hold great promise in preparing children for school. Despite the extensive body of literature on preschool education, there remain a number of key issues that need to be addressed to move the early childhood field forward. This dissertation addresses three of these areas that require continued attention. First, we need to know why Latino children from U.S.- and foreign-born households are under-enrolled in preschool education (Aim 1). The second area that we need to know more about is the potential long-term benefits of large-scale preschool programs (Aim 2). Finally, the third area where more information is needed is on the different sources of heterogeneity in the benefits of preschool for children (Aim 3). Thus, the aims of this dissertation were to address these gaps in the knowledge-base by using data from the Early Childhood Longitudinal Study Birth (ECLS-B) and Kindergarten (ECLS-K 1998) Cohorts. The first set of findings reveals that there are important differences that exist within the Latino population (culture, household resources, parents’ beliefs about school readiness, and child elicitation) with respect to preschool selection. These differences indicate that, in order to boost the preschool enrollment of Latino children from U.S.- and foreign-born households, policymakers may need to focus on targeting a specific set of barriers. Findings from Aim 2 underscore the potential long-term benefits of preschool education. Specifically, despite evidence for partial convergence of test scores, children who attended preschool at age four consistently outperformed their classmates who attended informal care in areas of academic achievement through the end of middle school. Although all children benefited from preschool participation, analyses from Aim 3 of this dissertation revealed that there was evidence for systematic heterogeneity, with findings supporting developmental theories on cumulative advantage and diverging destinies. Taken together, the results from this dissertation add to the existing evidence base on preschool education by highlighting new means of engaging families in the preschool market and underscoring both how and why preschool programs have long-term benefits for children. Advisors/Committee Members: Gershoff, Elizabeth T. (advisor), Crosnoe, Robert (committee member), Benner, Aprile (committee member), Kim, Su Yeong (committee member), Callahan, Rebecca (committee member).

Subjects/Keywords: Preschool; Selection; Latino families; Heterogeneity; Sustained effects; Academic achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ansari, A. (2016). The antecedents and outcomes of preschool programs for children in America. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/39730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ansari, Arya. “The antecedents and outcomes of preschool programs for children in America.” 2016. Thesis, University of Texas – Austin. Accessed June 17, 2019. http://hdl.handle.net/2152/39730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ansari, Arya. “The antecedents and outcomes of preschool programs for children in America.” 2016. Web. 17 Jun 2019.

Vancouver:

Ansari A. The antecedents and outcomes of preschool programs for children in America. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/2152/39730.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ansari A. The antecedents and outcomes of preschool programs for children in America. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/39730

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

2. Hardoin, Leonard J. The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement.

Degree: 2010, Texas A&M University

Some research suggests that development of professional learning communities might be the organizational strategy that could make school reform more successful. While most schools have not institutionalized the essential components of learning organizations, studies have demonstrated that these attributes must be developed if professional staffs are to realize the full benefit of organizational learning and in the process, create a context of improvement. The primary intent of this study was to learn and understand how principal behaviors influenced the development of shared leadership, shared vision, and supportive conditions; three essential dimensions of professional learning communities. Secondly, this study investigated how these conditions differed among schools which have and have not sustained high levels of student learning. Understanding the influence of principal leadership on conditions for organizational learning can be partially understood through either quantitative or qualitative methods. From this perspective, the mixed methods design utilized in this study allowed both qualitative and quantitative data to be analyzed and interpreted as evidence in understanding the study's problem. Principal and teacher focus-group interviews were used to create a deeper understanding of how principals worked to create conditions for organizational learning. Kouzes and Posner's (2002) Leadership Practices Inventory - Self and Observer Forms were utilized to identify, describe, and measure the perceived leadership practices of principals. The findings of this investigation suggest that principal leadership is a key factor in creating conditions for organizational learning and sustaining high levels of student achievement. Principals in this study who effectively identified and modeled espoused values were perceived to be highly visionary and appeared more effective at sharing leadership, inspiring vision, and creating supportive conditions. Principals who were able to develop a shared vision among staff created strong collaborative cultures characterized by an uncompromised focus on student learning. The findings of this study also indicated that principals who effectively Model the Way, Inspire a Shared Vision, and Enable Others to Act, distributed leadership among staff and demonstrated a systems orientation to leading. Advisors/Committee Members: Hoyle, John R. (advisor), Collier, Virginia (committee member), Zellner, Luana (committee member), Larke, Alvin (committee member).

Subjects/Keywords: Principal Leadership; Organizational Learning; Professional Learning Communities; Sustained Academic Achievement; Leadership Practices Inventory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hardoin, L. J. (2010). The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hardoin, Leonard J. “The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement.” 2010. Thesis, Texas A&M University. Accessed June 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hardoin, Leonard J. “The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement.” 2010. Web. 17 Jun 2019.

Vancouver:

Hardoin LJ. The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jun 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hardoin LJ. The Relationship of Principal Leadership to Organizational Learning and Sustained Academic Achievement. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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