You searched for subject:(student academic achievement).
Showing records 1 – 30 of
506 total matches.
◁ [1] [2] [3] [4] [5] … [17] ▶
University of Zambia
1.
Manda, Francis.
An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district
.
Degree: 2013, University of Zambia
URL: http://hdl.handle.net/123456789/2311 
► The main purpose of the study was to establish the reasons for the poor performance of pupils in selected high schools of Chipata District in…
(more)
▼ The main purpose of the study was to establish the reasons for the poor performance of pupils in selected high schools of Chipata District in summary. Specifically, the study was based on the premises that performance of pupils in English, and summary in particular, is a result of several variables. Among these variables are the teaching strategies that pupils are subjected to in their learning of summary, the teaching and learning materials and the teachers’ and pupils’ attitudes towards summary. The investigation was carried out through an examination of the mentioned variables in selected high schools in Chipata District.
The data were collected by administering a number of research instruments: The first one was a summary sample test. The second part involved conducting structured and unstructured interviews with teachers and pupils. The third one involved checking the different documents that were used in teaching and learning of summary.
Through the analysis of the answers that the pupils gave to the sample test, the teaching strategies, the teaching and learning materials and the attitudes of the teachers and the pupils towards summary, this study has shown that among the reasons for the poor performance in summary include, the fact that pupils are not taught the necessary summary skills and theories in these schools, negative attitudes of both teachers and pupils towards summary and lack of appropriate teaching and learning materials.
The findings suggest that summary skills and theories should actually be taught with the due attention that they deserve. This calls for the teacher-trainers, the teachers and the Ministry of Education officials to review the teaching of summary strategies; the writers of teaching and learning materials who may include curriculum developers and book publishers to re-write their materials, and lastly, the teachers and the pupils to change their negative attitudes towards summary to start looking at it as an important learning area that ought to be learnt with pleasure.
Subjects/Keywords: Academic achievement;
Student perfomance
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Manda, F. (2013). An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district
. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2311
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):
Manda, Francis. “An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district
.” 2013. Thesis, University of Zambia. Accessed January 16, 2021.
http://hdl.handle.net/123456789/2311.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Manda, Francis. “An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district
.” 2013. Web. 16 Jan 2021.
Vancouver:
Manda F. An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district
. [Internet] [Thesis]. University of Zambia; 2013. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/123456789/2311.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Manda F. An investigation into the poor perfomance of grade twelve pupils in summary in selected high schools of chipata district
. [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2311
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
2.
Barron, James Bakewell.
Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.
Degree: EdD, Educational Administration, 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/152545
► Academic emphasis is used as a predictor of student achievement in this multilevel analysis controlling for student and campus demographics. Academic emphasis represents a desirable…
(more)
▼ Academic emphasis is used as a predictor of
student achievement in this multilevel
analysis controlling for
student and campus demographics.
Academic emphasis
represents a desirable characteristic in a school’s overall climate because it embodies the
campus’ pursuit of
academic excellence. Action theory and social cognitive theory are
used to explain the influence of social norms of the organization and their relationship to
student academic achievement. The study also investigates the degree to which
academic
emphasis is associated with the environmental social context of the campus.
This study served two purposes. The primary purpose of this study was to
determine the relationship between campus level
academic emphasis and individual
student academic achievement. The multi-level analysis allowed the author to control for
student race/ethnicity, gender, socioeconomic and at-risk status as well as the proportion
of campus demographics and school size. Secondly, the author conducted a multiple
regression analysis to determine the relationship between the level of
academic emphasis
and the environmental social context of the school.
The samples of 10,464 students from the 97 campuses represent some of the
largest and most diverse school districts in Texas. From this sample, the author was able
to determine
academic emphasis is a positive and significant predictor of
academic
achievement and dampened the effect of
student demographics, socioeconomic and at risk
status. Students in the schools with the highest level of
academic emphasis
compared to the school schools with the lowest levels of
academic emphasis achieved as
many as 39 scaled points higher in math and 20 scaled point more in reading. Furthermore, the multiple regression model used to predict and measure the relationship
between the environmental social context of the campus and
academic emphasis
explained almost 11% of the variance.
Academic emphasis is a part of the social context
of the school focused on high
academic expectations.
Advisors/Committee Members: Goddard, Roger (advisor), Skrla, Linda (committee member), Chambers, Terah V. (committee member), Capraro, Robert M. (committee member).
Subjects/Keywords: Academic Emphasis
Student Achievement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Barron, J. B. (2014). Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152545
Chicago Manual of Style (16th Edition):
Barron, James Bakewell. “Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 16, 2021.
http://hdl.handle.net/1969.1/152545.
MLA Handbook (7th Edition):
Barron, James Bakewell. “Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.” 2014. Web. 16 Jan 2021.
Vancouver:
Barron JB. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/1969.1/152545.
Council of Science Editors:
Barron JB. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152545
Central Connecticut State University
3.
Shen, Qian.
Students' Academic Achievements VS. Students' Behavior.
Degree: Department of Mathematical Sciences, 2019, Central Connecticut State University
URL: http://content.library.ccsu.edu/u?/ccsutheses,2912
► This study examined the relationship between students' academic achievements and students' behavior. By applying three practices, implementing classroom rules, students' self-reflections and parents/students' communications in…
(more)
▼ This study examined the relationship between students' academic achievements and students' behavior. By applying three practices, implementing classroom rules, students' self-reflections and parents/students' communications in a low-performance group of 22 students, I focused on five students who were constantly off task. I analyzed the effectiveness of these practices by comparing their two semester grades before and after using the practices. The goal of this study was to obtain a better understanding of students' behavior and find effective approaches and methods to make students more motivated and responsible for their own education. It was hypothesized that this study would show a direct correlation associated with students' academic achievements and students' behavior by implanting three practices, namely, establishing classroom rules, self-reflection, and parents/students-teacher communications.
"Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Science in Mathematics for Secondary Certified Educators."; Thesis advisor: Maria Mitchell.; M.S.,Central Connecticut State University,,2019.;
Advisors/Committee Members: Mitchell, Maria T..
Subjects/Keywords: Academic achievement.; Student etiquette.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Shen, Q. (2019). Students' Academic Achievements VS. Students' Behavior. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2912
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):
Shen, Qian. “Students' Academic Achievements VS. Students' Behavior.” 2019. Thesis, Central Connecticut State University. Accessed January 16, 2021.
http://content.library.ccsu.edu/u?/ccsutheses,2912.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shen, Qian. “Students' Academic Achievements VS. Students' Behavior.” 2019. Web. 16 Jan 2021.
Vancouver:
Shen Q. Students' Academic Achievements VS. Students' Behavior. [Internet] [Thesis]. Central Connecticut State University; 2019. [cited 2021 Jan 16].
Available from: http://content.library.ccsu.edu/u?/ccsutheses,2912.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shen Q. Students' Academic Achievements VS. Students' Behavior. [Thesis]. Central Connecticut State University; 2019. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2912
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Université de Sherbrooke
4.
Ciza, Ezechiel.
Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes.
Degree: 2019, Université de Sherbrooke
URL: http://hdl.handle.net/11143/15131
► Abstract: The complexity of learning activity retains a large share of unpredictability, incommensurability never fully understood (Vinatier, 2013). Faced with the multiplicity of learning situations…
(more)
▼ Abstract: The complexity of learning activity retains a large share of unpredictability, incommensurability never fully understood (Vinatier, 2013). Faced with the multiplicity of learning situations and the task of teacher training, what does the content and process involved mean for students to learn, train, learn and practice? to appropriate knowledge in the context of homework? What is the proximity or distance between the
subject taught and the form of learning management, the relationship between actors: the teacher, the pupil, the parents, the school? The personality of each is at stake. The teacher must address personalities, he must convince, be accepted and legitimize his action (Kalubi, 2008, Python, Dumons, Bentiri, Cazorla and Terrisse, 2008). According to Altet et al. (2012a), the teaching-learning process is particularly interested in: 1) An intention to set the subjects in motion by proposing particular devices; 2) A process of developing action processes in these devices, often accompanied by a request from the subjects, recognition by the organization; 3) A transaction process for the attribution of recognition to the individual based on the action processes developed. The teacher sets up devices that result in the acquisition of knowledge. This organization will include support in the classroom, school, but also out of the classroom by homework help by parents or organizations consulted by parents. Would these devices make it possible to acquire sufficient knowledge and foster School-family-community collaboration? This support aims to answer immediate questions in the temporality of the
student's preoccupations and requires a programming of the work between the teacher and the
student, with times of exchanges favoring to make the point on the difficulties met, the solutions help that needs to be planned, the objectives to be implemented. Should we wait until the pupil is in difficulty in his class to take such a disposition? Accompaniment must enable the
student to situate himself in relation to his degree of knowledge acquisition, to develop his mental representation device, to know his engines, his brakes, his limits to get back on track and trace his path. It is therefore an organizational process, an action in which dialectical rational actions and activity of the
subject are set in motion; a process of reference to the relationships that the teacher maintains with the
student, the other coeducators for a dynamic identification, evolving in the action and the process of problematization so that the accompanied (the pupil) problematizes to his turn the meaning of his practice. To answer these questions, we first address the general problematic that involves philosophical, pedagogical and sociological writings and my own experience as a teacher, then the conceptual and theoretical framework of intervention of the various actors involved, namely pedagogy, pedagogical practices, teaching practices, collaborative practices, the educational community, school assignments, pedagogical acts which, for…
Advisors/Committee Members: Maubant, Philippe (advisor), Kalubi-Lukusa, Jean-Claude (advisor).
Subjects/Keywords: Academic achievement; Academic success; Academic performance; School performance; Student performance; Student achievement; School effectiveness
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ciza, E. (2019). Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes. (Doctoral Dissertation). Université de Sherbrooke. Retrieved from http://hdl.handle.net/11143/15131
Chicago Manual of Style (16th Edition):
Ciza, Ezechiel. “Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes.” 2019. Doctoral Dissertation, Université de Sherbrooke. Accessed January 16, 2021.
http://hdl.handle.net/11143/15131.
MLA Handbook (7th Edition):
Ciza, Ezechiel. “Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes.” 2019. Web. 16 Jan 2021.
Vancouver:
Ciza E. Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes. [Internet] [Doctoral dissertation]. Université de Sherbrooke; 2019. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/11143/15131.
Council of Science Editors:
Ciza E. Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes. [Doctoral Dissertation]. Université de Sherbrooke; 2019. Available from: http://hdl.handle.net/11143/15131
Oregon State University
5.
McBeth, Scott S.
Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities.
Degree: PhD, Education, 2015, Oregon State University
URL: http://hdl.handle.net/1957/55295
► The topic of student success is beginning to grow in popularity throughout the United States. Student success has a wide variety of definitions ranging from…
(more)
▼ The topic of
student success is beginning to grow in popularity throughout the United States.
Student success has a wide variety of definitions ranging from a direct definition of graduation to an indirect definition of a
student setting a goal of finishing a class successfully. Now there are stakeholders such as government agencies, administrators, students, community members, instructors, taxpayers, and
student services employees who are asking for increasing accountability for
student success from the community colleges in the United States. Unfortunately, there is no consensus concerning the definition of
student success.
This research investigated the core themes of
student success in Community College institutions in the State of Oregon who are accredited with the Northwest Commission on Colleges and Universities (NWCCU). The study employed a Delphi method to survey seven groups of stakeholders for the Oregon State community colleges. The stakeholder groups included: (a) Instructors, (b) VP, Executive Deans, and Presidents, (c) Board members, (d) Students, (e) Community, (f) NWCCU, and (g)
Student Services, Staff. Three rounds using the Delphi survey with respondents found 16 core themes of community college
student success. These themes ranged from (a) moving the
student toward their goals whatever they may be and (b) applying knowledge of
subject matter to (c) learning to access appropriate sources of information (i.e. research skills). They were further consolidated into seven overarching constellations: (a) Thinking, (b) Abilities, (c) Goals, (d) Skills, (e) Application, (f) Completion, and (g) Learned Information.
The study was undertaken for several reasons. The first reason revolves around the issue of accountability. There cannot be accountability for
student success among community colleges without a rationale for a thorough definition for
student success at those institutions. This study provides the starting point for other researchers and/or policy makers to build an overarching definition of
student success. Having a clear and concise definition of
student success will enable the institutions to assess themselves so that they can report their outcomes to the stakeholders who are demanding more accountability.
Advisors/Committee Members: Russ-Eft, Darlene (advisor), Johnson, Joe (committee member).
Subjects/Keywords: Student success definition; Academic achievement – Oregon
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
McBeth, S. S. (2015). Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/55295
Chicago Manual of Style (16th Edition):
McBeth, Scott S. “Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities.” 2015. Doctoral Dissertation, Oregon State University. Accessed January 16, 2021.
http://hdl.handle.net/1957/55295.
MLA Handbook (7th Edition):
McBeth, Scott S. “Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities.” 2015. Web. 16 Jan 2021.
Vancouver:
McBeth SS. Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities. [Internet] [Doctoral dissertation]. Oregon State University; 2015. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/1957/55295.
Council of Science Editors:
McBeth SS. Exploring definitions of student success throughout community colleges in the Northwest Commission on Colleges and Universities. [Doctoral Dissertation]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/55295
6.
Heller, Monica L.
Predicting first-year college achievement : evaluation of a self-regulatory coping model: Predicting first year college achievement.
Degree: PhD, 2015, Ball State University
URL: http://cardinalscholar.bsu.edu/handle/123456789/199825
► The current trends observed in 4-year college graduation and retention rates (ACT 2011; 2012; 2013; 2014; Tinto, 2006) demonstrate a need for improvement in student…
(more)
▼ The current trends observed in 4-year college graduation and retention rates (ACT 2011; 2012; 2013; 2014; Tinto, 2006) demonstrate a need for improvement in
student academic achievement outcomes. Overwhelmingly, research finds that the first year in college is the time of greatest risk for
student academic failure and drop out. Challenges associated with
academic-oriented forms of stress and anxiety (Baillie & Fitzgerald, 2000; Bembenutty, 2008; Cassady, 2010; Collier & Morgan, 2008; Jean, 2010; Pike & Kuh, 2005; Soria & Stebleton, 2012; Turner et al., 2012) coupled with limitations in effective coping strategies (Hofer et al., 1998; Kitsantas et al., 2008; McInerney, 2011; Pintrich & Zusho, 2002; Robbins et al., 2004; Zimmerman & Schunk, 2008) lie at the center of the difficulties these first-year students experience, which ultimately play a significant role in persistence and
achievement outcomes. This is particularly true for students from at-risk populations (e.g., first-generation students, ethnic minorities; Balemian & Feng, 2013; Borman & Overman, 2004; Choy, 2001; Engle, 2007; Jones et al., 2010; Pascarella et al., 2004; Toldson, 2012). Postsecondary institutions continue to seek answers through formal assessment and research investigations that may pave the way toward improving the
achievement outcomes of their
student population.
The wide body of research confirms that no single factor reliably predicts college
academic success or failure, although institutions have traditionally relied upon indicators of prior
achievement (i.e., H.S. GPA and college entrance exams) for such inferences (Alarcon & Edwards, 2013; DeBerard et al., 2004; Harackiewicz et al., 2002; Kowitlawakul et al., 2013; Randsell, 2001; Zypher et al., 2007). Rather, it is the collective of factors from environmental, behavioral and personal domains that interact and have the potential to positively or negatively influence college
student achievement (Bandura, 1986; 1997; 1999; Lazarus & Folkman, 1984; Snow et al., 1996). As such, the Transactional Stress and Coping model (Lazarus & Folkman, 1984) provides a comprehensive model through which the influence and interaction of multiple factors associated with
student stress-appraisals, coping responses, and eventual outcomes can be examined within investigations of college
academic achievement.
The main purpose of this study was to examine the degree of influence
student background characteristics, indicators of prior
achievement, anxiety-laden cognitive belief states, and self-regulated learning had on first-year college
student achievement. Informed by the Lazarus and Folkman (1984) framework, a proposed
academic-oriented stress-appraisal and coping model was tested for viability in predicting
student achievement outcomes at the conclusion of their first-year in college. This study investigated research questions specifically associated with: 1) the influence of gender, ethnicity and first-generation status on first-year
achievement; 2) the influence of
student prior
achievement (i.e., H. S.…
Advisors/Committee Members: Cassady, Jerrell C. (advisor).
Subjects/Keywords: Academic achievement.; Student adjustment.; College freshmen – Psychology.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Heller, M. L. (2015). Predicting first-year college achievement : evaluation of a self-regulatory coping model: Predicting first year college achievement. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/199825
Chicago Manual of Style (16th Edition):
Heller, Monica L. “Predicting first-year college achievement : evaluation of a self-regulatory coping model: Predicting first year college achievement.” 2015. Doctoral Dissertation, Ball State University. Accessed January 16, 2021.
http://cardinalscholar.bsu.edu/handle/123456789/199825.
MLA Handbook (7th Edition):
Heller, Monica L. “Predicting first-year college achievement : evaluation of a self-regulatory coping model: Predicting first year college achievement.” 2015. Web. 16 Jan 2021.
Vancouver:
Heller ML. Predicting first-year college achievement : evaluation of a self-regulatory coping model: Predicting first year college achievement. [Internet] [Doctoral dissertation]. Ball State University; 2015. [cited 2021 Jan 16].
Available from: http://cardinalscholar.bsu.edu/handle/123456789/199825.
Council of Science Editors:
Heller ML. Predicting first-year college achievement : evaluation of a self-regulatory coping model: Predicting first year college achievement. [Doctoral Dissertation]. Ball State University; 2015. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199825
7.
Marcoux, Haley Elizabeth.
Enhancing Student Academic Performance and Overall Health Through Standards-Based Physical Education.
Degree: MS, Education, 2013, Dominican University of California
URL: https://scholar.dominican.edu/masters-theses/89
► Standards-based physical education may have an impact on students’ academic performance. Many studies support this notion. In many schools, physical education curricula are being…
(more)
▼ Standards-based physical education may have an impact on students’
academic performance. Many studies support this notion. In many schools, physical education curricula are being greatly reduced. They may be removed or replaced with other programs. It is a common perception that physical education is an extra curricular activity and can be characterized as “free time” or recess. The purpose of this study is to analyze quality indicators of standards-based physical education programs in a select setting in an urban middle school. The research literature yields studies with mixed results. However in a meta analysis of the research in this area, there is support for the positive influence on students
academic learning. The study follows qualitative research design using interview protocals. Participants included an expert in the area of physical education and middle school students in an urban setting. Overall, findings indicated that students had the ability to transfer information learned in physical education to other
subject areas and life situations that occur beyond the classroom. Additionally, teaching standards-based physical education has an impact on students’ total
academic experience. Physical education holds a value to students as it prepares them to live an healthy and active lifestyle. Results indicated that in a focused standards-based physical education program where students are taught to make conscious choices, they are better prepared to choose and implement positive behaviors. Also, it provides students with the resources and education they need to become physical and health literate.
Advisors/Committee Members: Madalienne F. Peters, EdD.
Subjects/Keywords: PE; Student Health; Academic Achievement; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Marcoux, H. E. (2013). Enhancing Student Academic Performance and Overall Health Through Standards-Based Physical Education. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/89
Chicago Manual of Style (16th Edition):
Marcoux, Haley Elizabeth. “Enhancing Student Academic Performance and Overall Health Through Standards-Based Physical Education.” 2013. Masters Thesis, Dominican University of California. Accessed January 16, 2021.
https://scholar.dominican.edu/masters-theses/89.
MLA Handbook (7th Edition):
Marcoux, Haley Elizabeth. “Enhancing Student Academic Performance and Overall Health Through Standards-Based Physical Education.” 2013. Web. 16 Jan 2021.
Vancouver:
Marcoux HE. Enhancing Student Academic Performance and Overall Health Through Standards-Based Physical Education. [Internet] [Masters thesis]. Dominican University of California; 2013. [cited 2021 Jan 16].
Available from: https://scholar.dominican.edu/masters-theses/89.
Council of Science Editors:
Marcoux HE. Enhancing Student Academic Performance and Overall Health Through Standards-Based Physical Education. [Masters Thesis]. Dominican University of California; 2013. Available from: https://scholar.dominican.edu/masters-theses/89
Liberty University
8.
Miller, Gennifer Lynn.
Perceived Leadership Style and the Adequate Yearly Progress Status of Title I Elementary Schools.
Degree: 2018, Liberty University
URL: https://digitalcommons.liberty.edu/doctoral/1951
► The purpose of this correlational study was to determine the correlation between perceived leadership style and academic achievement in Title I Virginia elementary schools as…
(more)
▼ The purpose of this correlational study was to determine the correlation between perceived leadership style and academic achievement in Title I Virginia elementary schools as measured by Adequate Yearly Progress (AYP) status. The results of this study could provide education institutions and school districts with insight regarding education for school administration that would enhance characteristics that may increase academic achievement. The researcher examined the correlation between principals’ perceived leadership styles and the AYP status of Title I elementary schools in Virginia through the use of the Multifactor Leadership Questionnaire and Virginia Report Cards, through a point-biserial correlation analysis. This study involved principals in Title I Virginia elementary schools and their teachers, henceforth referred to as raters. It was determined that there was not a significant correlation between perceived transformational or transactional leadership characteristics and academic achievement; however, there was a significant correlation between perceived laissez-faire leadership characteristics and academic achievement. It was also determined that there was a significant positive correlation between perceived transformational and transactional leadership characteristics and extra effort, productivity, and satisfaction. There was a significant negative correlation between perceived laissez-faire leadership characteristics and extra effort, productivity, and satisfaction. Further research could include the length of a principal’s tenure in correlation to AYP status, as well as the demographics of the schools in correlation to AYP status.
Subjects/Keywords: Academic; Achievement; Principal; Student; Leadership; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Miller, G. L. (2018). Perceived Leadership Style and the Adequate Yearly Progress Status of Title I Elementary Schools. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1951
Chicago Manual of Style (16th Edition):
Miller, Gennifer Lynn. “Perceived Leadership Style and the Adequate Yearly Progress Status of Title I Elementary Schools.” 2018. Doctoral Dissertation, Liberty University. Accessed January 16, 2021.
https://digitalcommons.liberty.edu/doctoral/1951.
MLA Handbook (7th Edition):
Miller, Gennifer Lynn. “Perceived Leadership Style and the Adequate Yearly Progress Status of Title I Elementary Schools.” 2018. Web. 16 Jan 2021.
Vancouver:
Miller GL. Perceived Leadership Style and the Adequate Yearly Progress Status of Title I Elementary Schools. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2021 Jan 16].
Available from: https://digitalcommons.liberty.edu/doctoral/1951.
Council of Science Editors:
Miller GL. Perceived Leadership Style and the Adequate Yearly Progress Status of Title I Elementary Schools. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1951
University of Missouri – Columbia
9.
Marx, Adam Alan.
Undergraduate student course engagement and the influence of student, contextual, and teacher variables.
Degree: 2014, University of Missouri – Columbia
URL: http://hdl.handle.net/10355/46445
► [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to examine the relationship between undergraduate student course engagement…
(more)
▼ [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to examine the relationship between undergraduate
student course engagement and independent variables including teacher verbal and nonverbal immediacy behaviors, college course status, class time, class size, and
student class rank. The target population was undergraduate students enrolled in one of three courses within the College of Agriculture, Food and Natural Resources at the University of Missouri. Total study participants included 300 (N) students from a convenience sample, with an overall response rate of 84 percent. Students completed a paper questionnaire which included three instruments to measure
student course engagement, teacher verbal immediacy, and teacher nonverbal immediacy. From the findings of this study, it was concluded that class size and teacher verbal immediacy were the two primary variables which significantly predicted
student course engagement. In this study, class time, course status, and
student rank had little influence on the outcome of
student engagement in the classroom. Classes with less than 30 students significantly influenced overall engagement and
student participation engagement. These findings support previous research with class size and engagement (Weaver & Qi, 2005). Additionally, the unique influence demonstrated by immediacy behaviors supported the researcher's assertions coupled with the findings of previous research on teacher behaviors and
student engagement (Frymier & Houser, 2000; van Uden, Ritzen, & Pieters, 2014; Zepke & Leach, 2010). According to the findings, college teachers should be aware of the role their immediacy behaviors play in
student engagement within their classrooms. Teachers who demonstrate energy and concern for
student learning through being inclusive, encouraging, and ultimately realistic with communicating expectations can positively influence
student engagement in the classroom. Where feasible, deconstructing large courses into smaller working groups could facilitate the opportunity for teachers to approach students more directly and intimately. Using grouping techniques in large classes can facilitate a smaller classroom environment and additionally increase
student participation and interaction with their classmates, thereby enhancing learning. Future research should explore the use of observations to assess
student behaviors in comparison to their perceived engagement in the classroom. Additionally, quantifying the frequency of teacher immediacy behaviors alongside
student perceptions of those behaviors could provide context for the most influential teacher behaviors. Further, designing qualitative studies around the factors of engagement could provide context to the cognitive processes behind
student behaviors in the classroom to enhance quantitative assessments of engagement.
Advisors/Committee Members: Simonsen, Jon C. (advisor), Kitchel, Tracy (Tracy Jonathan), 1976- (advisor).
Subjects/Keywords: Teacher-student relationships; Academic achievement; Classroom environment
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Marx, A. A. (2014). Undergraduate student course engagement and the influence of student, contextual, and teacher variables. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46445
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):
Marx, Adam Alan. “Undergraduate student course engagement and the influence of student, contextual, and teacher variables.” 2014. Thesis, University of Missouri – Columbia. Accessed January 16, 2021.
http://hdl.handle.net/10355/46445.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Marx, Adam Alan. “Undergraduate student course engagement and the influence of student, contextual, and teacher variables.” 2014. Web. 16 Jan 2021.
Vancouver:
Marx AA. Undergraduate student course engagement and the influence of student, contextual, and teacher variables. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/10355/46445.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Marx AA. Undergraduate student course engagement and the influence of student, contextual, and teacher variables. [Thesis]. University of Missouri – Columbia; 2014. Available from: http://hdl.handle.net/10355/46445
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
10.
Sowid, Sarah.
The Connection Between School Culture and Academic Performance.
Degree: Faculty of Education and Society (LS), 2019, Malmö University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566
► This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The…
(more)
▼ This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The study was conducted in southern Malmö at an elementary school where 9th graders were given the opportunity to participate. Nine students answered a survey anonymously which I then analyzed using identity theory. My conclusions indicate that school culture does play a part in affecting students’ performance. The findings suggest that high performing students more strongly identify academically than low performing students. Finally, this research indicates that more studies on the topic need to be done. I hope this study contributes to a broader interest in how schools can create a culture where students become more motivated and performs better academically. Possible areas to further investigate would be how low performing students are included by schools and what actions schools take, or could take, to create an academic culture for all students.
Subjects/Keywords: School culture; Academic Performance; Student Identity; Student achievement; Academic achievement; school identity; Social Sciences; Samhällsvetenskap
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sowid, S. (2019). The Connection Between School Culture and Academic Performance. (Thesis). Malmö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566
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):
Sowid, Sarah. “The Connection Between School Culture and Academic Performance.” 2019. Thesis, Malmö University. Accessed January 16, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sowid, Sarah. “The Connection Between School Culture and Academic Performance.” 2019. Web. 16 Jan 2021.
Vancouver:
Sowid S. The Connection Between School Culture and Academic Performance. [Internet] [Thesis]. Malmö University; 2019. [cited 2021 Jan 16].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sowid S. The Connection Between School Culture and Academic Performance. [Thesis]. Malmö University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Florida Atlantic University
11.
Tracy, Maria Calzadilla.
A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.
Degree: 2020, Florida Atlantic University
URL: http://fau.digital.flvc.org/islandora/object/fau:44402
► Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the…
(more)
▼ Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools.
The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis.
2020
Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2020.
Collection: FAU
Advisors/Committee Members: Shockley, Robert (Thesis advisor), Florida Atlantic University (Degree grantor), Department of Educational Leadership and Research Methodology, College of Education.
Subjects/Keywords: Student achievement; Academic achievement; Instruction; Principals and teachers; Educational leadership
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Tracy, M. C. (2020). A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:44402
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):
Tracy, Maria Calzadilla. “A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.” 2020. Thesis, Florida Atlantic University. Accessed January 16, 2021.
http://fau.digital.flvc.org/islandora/object/fau:44402.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tracy, Maria Calzadilla. “A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY.” 2020. Web. 16 Jan 2021.
Vancouver:
Tracy MC. A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY. [Internet] [Thesis]. Florida Atlantic University; 2020. [cited 2021 Jan 16].
Available from: http://fau.digital.flvc.org/islandora/object/fau:44402.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tracy MC. A PRINCIPAL’S PERSPECTIVE: INSTRUCTIONAL LEADERSHIP IN THE 21ST CENTURY. [Thesis]. Florida Atlantic University; 2020. Available from: http://fau.digital.flvc.org/islandora/object/fau:44402
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
Ridder, Jessica.
Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement.
Degree: MSin Early Childhood and Family Development, Early Childhood and Family Development, 2018, Missouri State University
URL: https://bearworks.missouristate.edu/theses/3315
► The purpose of this correlational study is to assess the extent to which teacher–student relationships, children’s friendship, writing scores and reading scores are related…
(more)
▼ The purpose of this correlational study is to assess the extent to which teacher–
student relationships, children’s friendship, writing scores and reading scores are related to one another among young children. Understanding the correlations between these variables could further assist teachers and students when working towards successful school experiences. Measures used with kindergarten and first grade teachers and students (n=83) include the validated short form of the Student–Teacher Relationship Scale, a whole group oral survey adapted from the Friendship Features Interview for Young Children, and reading and writing scores. Relationship areas studied include teacher–
student closeness and conflict, as well as friendship aid, conflict and satisfaction. There was a non-significant correlation of .22 (p=.052) between reading and teacher–
student closeness, but reading and teacher–
student conflict were significantly correlated, r=-.30, p=.006. Writing and teacher–
student closeness were significantly correlated at .36 (p.05). Neither were writing and friendship aid (r=.11, p>.3). However, writing was significantly correlated to both friendship conflict (r=-.37, p
Advisors/Committee Members: Sascha Mowrey.
Subjects/Keywords: teacher–student relationships; friendship; academic achievement; reading achievement; writing achievement; elementary school; Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ridder, J. (2018). Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3315
Chicago Manual of Style (16th Edition):
Ridder, Jessica. “Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement.” 2018. Masters Thesis, Missouri State University. Accessed January 16, 2021.
https://bearworks.missouristate.edu/theses/3315.
MLA Handbook (7th Edition):
Ridder, Jessica. “Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement.” 2018. Web. 16 Jan 2021.
Vancouver:
Ridder J. Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement. [Internet] [Masters thesis]. Missouri State University; 2018. [cited 2021 Jan 16].
Available from: https://bearworks.missouristate.edu/theses/3315.
Council of Science Editors:
Ridder J. Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement. [Masters Thesis]. Missouri State University; 2018. Available from: https://bearworks.missouristate.edu/theses/3315
Drexel University
13.
Sutton, Khalid N. A.
A Mixed Methods Case Study: Exploring Teacher and Principal Perceptions about Effective Principal Leadership Behaviors that Influence Student Academic Achievement in Philadelphia Area High Schools.
Degree: 2019, Drexel University
URL: https://idea.library.drexel.edu/islandora/object/idea%3A9376
► In the Philadelphia area, there are too many high schools where students are not making adequate academic progress, as measured by the Pennsylvania Value Added…
(more)
▼ In the Philadelphia area, there are too many high schools where students are not making adequate academic progress, as measured by the Pennsylvania Value Added Assessment System (PVAAS). As a result of this insufficient academic progress, there are many young adults lacking the minimal skills necessary to enroll in college or to enter into the workforce. The purpose of this mixed methods case study was to explore principal leadership behaviors and characteristics, and the extent in which they contribute to the achievement of students in urban high schools within the Philadelphia region. In every institution of learning, the overarching goal should be centered on providing students the necessary skills to assist them in growing academically, as well as socially. Principals as the leaders, of K-12 buildings, play an important role in ensuring that students receive the best education possible, while also maintaining and creating a safe environment for students and staff members. The research question for this investigational study was: What is the relationship between principal leadership behaviors and high school student achievement in urban districts within the Philadelphia area? The researcher used the following sub-questions to provide answers to the overarching question: (1) What leadership behaviors do teacher respondents perceive as positively impacting student achievement in urban high schools; (2) What leadership behaviors do principal respondents perceive as positively impacting student achievement in urban high schools; (3) How do principals describe the direct effects of their leadership behaviors on urban high school student achievement; and (4) How do principals describe the indirect effects of their leadership behaviors on urban high school student achievement? At two high schools in the Philadelphia region, 27 teachers and two principals participated in this mixed methods study. The high school teachers completed a survey using the well-known and validated Principal Instructional Management Rating Scale (PIMRS), designed for teachers by Dr. Philip Hallinger. The two principal participants took part in a semi-structured interview and completed the PIMRS survey designed for school leaders. The semi-formal interviews, scheduled for 30 minutes, were recorded using two digital devices and transcriptions were electronically and manually completed. Statistical Package for Social Sciences (SPSS) software was used to interpret and analyze quantitative data while InVivo and hand coding was used for qualitative data analysis. From the analysis of the qualitative data, three major themes emerged for principal behaviors: (a) data collection and analysis is essential, (b) curriculum and instruction must be monitored and (c) school culture is a factor. This study may inform current and future school leaders on the leadership behaviors essential to improving academic achievement. Considerations for further research in the area of principal leadership are offered.
Ed.D., Educational Leadership and Management – Drexel…
Advisors/Committee Members: Pittman, Joyce, School of Education.
Subjects/Keywords: Educational leadership; Education – Administration; Academic achievement; High school principals – Rating of; Student growth (Academic achievement)
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Sutton, K. N. A. (2019). A Mixed Methods Case Study: Exploring Teacher and Principal Perceptions about Effective Principal Leadership Behaviors that Influence Student Academic Achievement in Philadelphia Area High Schools. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9376
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):
Sutton, Khalid N A. “A Mixed Methods Case Study: Exploring Teacher and Principal Perceptions about Effective Principal Leadership Behaviors that Influence Student Academic Achievement in Philadelphia Area High Schools.” 2019. Thesis, Drexel University. Accessed January 16, 2021.
https://idea.library.drexel.edu/islandora/object/idea%3A9376.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sutton, Khalid N A. “A Mixed Methods Case Study: Exploring Teacher and Principal Perceptions about Effective Principal Leadership Behaviors that Influence Student Academic Achievement in Philadelphia Area High Schools.” 2019. Web. 16 Jan 2021.
Vancouver:
Sutton KNA. A Mixed Methods Case Study: Exploring Teacher and Principal Perceptions about Effective Principal Leadership Behaviors that Influence Student Academic Achievement in Philadelphia Area High Schools. [Internet] [Thesis]. Drexel University; 2019. [cited 2021 Jan 16].
Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9376.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sutton KNA. A Mixed Methods Case Study: Exploring Teacher and Principal Perceptions about Effective Principal Leadership Behaviors that Influence Student Academic Achievement in Philadelphia Area High Schools. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9376
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of North Carolina – Greensboro
14.
Samonte, Kelli Marie.
Examining the impact of differential item functioning on
growth models.
Degree: 2017, University of North Carolina – Greensboro
URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22081
► Longitudinal data analysis assumes that scales meet the assumption of longitudinal measurement invariance (i.e., that scales function equivalently across measurement occasions). This simulation study examines…
(more)
▼ Longitudinal data analysis assumes that scales meet
the assumption of longitudinal measurement invariance (i.e., that
scales function equivalently across measurement occasions). This
simulation study examines the impact of violations to the
assumption of longitudinal measurement invariance on growth models
and whether modeling the invariance violations improves the
outcomes of interest. The four conditions were varied in the study:
percent of non-invariant items, magnitude of invariance violation,
type of invariance violation, and test length. Six latent growth
models (first- and second-order) were estimated to examine the
impact of invariance violations under varying degrees of model
misspecification. The results suggest that the proportion of
non-invariant items and the size of intercept invariance violations
have the most significant impact on results. In addition, modeling
the partial measurement invariance did not improve growth model
parameter recovery. Ultimately, researchers should use extreme
caution when estimating growth models when measurement invariance
violations are present as it may lead to spurious conclusions about
change over time.; Differential Item Functioning, Growth Modeling,
Measurement Invariance
Advisors/Committee Members: John Willse (advisor).
Subjects/Keywords: Educational tests and measurements – Design and
construction; Academic achievement – Longitudinal studies; Student growth (Academic achievement)
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Samonte, K. M. (2017). Examining the impact of differential item functioning on
growth models. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22081
Chicago Manual of Style (16th Edition):
Samonte, Kelli Marie. “Examining the impact of differential item functioning on
growth models.” 2017. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed January 16, 2021.
http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22081.
MLA Handbook (7th Edition):
Samonte, Kelli Marie. “Examining the impact of differential item functioning on
growth models.” 2017. Web. 16 Jan 2021.
Vancouver:
Samonte KM. Examining the impact of differential item functioning on
growth models. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2017. [cited 2021 Jan 16].
Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22081.
Council of Science Editors:
Samonte KM. Examining the impact of differential item functioning on
growth models. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22081
University of Stirling
15.
Mooken, Malida.
A JOURNEY OF ACADEMIC INQUIRY: Exploring capabilities and play.
Degree: PhD, 2013, University of Stirling
URL: http://hdl.handle.net/1893/21820
► The underlying concern in this thesis is with the real opportunities that people have to pursue beings and doings that they have reason to value.…
(more)
▼ The underlying concern in this thesis is with the real opportunities that people have to pursue beings and doings that they have reason to value. This concern is explored through the development of four themes, namely ‘shaping aspirations’, ‘capabilities of academic researchers’, ‘qualities of play’, and ‘university internationalisation’. These themes emerged during my journey of academic inquiry, which included empirical research conducted in two distinct settings.
Subjects/Keywords: academic inquiry, capabilities, aspirations; Academic achievement; Student aspirations; Education and globalization
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mooken, M. (2013). A JOURNEY OF ACADEMIC INQUIRY: Exploring capabilities and play. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/21820
Chicago Manual of Style (16th Edition):
Mooken, Malida. “A JOURNEY OF ACADEMIC INQUIRY: Exploring capabilities and play.” 2013. Doctoral Dissertation, University of Stirling. Accessed January 16, 2021.
http://hdl.handle.net/1893/21820.
MLA Handbook (7th Edition):
Mooken, Malida. “A JOURNEY OF ACADEMIC INQUIRY: Exploring capabilities and play.” 2013. Web. 16 Jan 2021.
Vancouver:
Mooken M. A JOURNEY OF ACADEMIC INQUIRY: Exploring capabilities and play. [Internet] [Doctoral dissertation]. University of Stirling; 2013. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/1893/21820.
Council of Science Editors:
Mooken M. A JOURNEY OF ACADEMIC INQUIRY: Exploring capabilities and play. [Doctoral Dissertation]. University of Stirling; 2013. Available from: http://hdl.handle.net/1893/21820
Florida Atlantic University
16.
Fulton, Angela R.
Examining the Effectiveness of Turnaround Models in Florida Public Schools.
Degree: 2018, Florida Atlantic University
URL: http://fau.digital.flvc.org/islandora/object/fau:40923
► Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been…
(more)
▼ Improving student performance in America’s chronically underperforming
schools has been a challenge for many decades. Despite various school reforms, little to
no progress has been shown. Schools have continued to fail, and achievement gaps have
widened. The current state of schools has called for a drastic intervention. School
turnaround has emerged as the country’s response to improving persistently-low
performing schools.
This study was designed to determine if the turnaround models outlined in the
federal school improvement grant (SIG) were effective in improving student performance
in low-performing schools in Florida. Specifically, this study investigated the impact of
the transformation and turnaround intervention models on student achievement. This
study also sought to determine if size (school enrollment), socioeconomic status (FRL),
minority enrollment rates (Black and Hispanic), as well as principal gender, race, and
years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention
models improved student performance in low-performing schools in Florida.
A quantitative method, including three statistical analyses, was employed to
respond to three research questions and test nine corresponding null hypotheses.
Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t
test analysis revealed there was not a significant difference in the performance of the
transformation and turnaround model schools as measured by percent of points earned
towards school grade. Further, chi square analysis revealed there was not a relationship
between the model (transformation or turnaround) and school grade. Additionally,
multiple regression analysis revealed none of the moderator variables were statistically
significant. A discussion of the findings, implications for policy and practice, and
recommendations for turnaround are explained in detailed, followed by suggestions for
future research.
2018
Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2018.
Collection: FAU
Advisors/Committee Members: Shockley, Robert (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology.
Subjects/Keywords: Public schools – Florida; School improvement programs – Florida – Evaluation; Student achievement; Academic achievement – Florida
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Fulton, A. R. (2018). Examining the Effectiveness of Turnaround Models in Florida Public Schools. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:40923
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):
Fulton, Angela R. “Examining the Effectiveness of Turnaround Models in Florida Public Schools.” 2018. Thesis, Florida Atlantic University. Accessed January 16, 2021.
http://fau.digital.flvc.org/islandora/object/fau:40923.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fulton, Angela R. “Examining the Effectiveness of Turnaround Models in Florida Public Schools.” 2018. Web. 16 Jan 2021.
Vancouver:
Fulton AR. Examining the Effectiveness of Turnaround Models in Florida Public Schools. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2021 Jan 16].
Available from: http://fau.digital.flvc.org/islandora/object/fau:40923.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fulton AR. Examining the Effectiveness of Turnaround Models in Florida Public Schools. [Thesis]. Florida Atlantic University; 2018. Available from: http://fau.digital.flvc.org/islandora/object/fau:40923
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Louisiana State University
17.
Wilkerson, Debra A.
The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana.
Degree: PhD, Human Resources Management, 2010, Louisiana State University
URL: etd-04222010-022409
;
https://digitalcommons.lsu.edu/gradschool_dissertations/862
► The primary purpose of this study was to compare the academic achievement, as measured by scores on the English and math portions of the Graduate…
(more)
▼ The primary purpose of this study was to compare the academic achievement, as measured by scores on the English and math portions of the Graduate Exit Examination (GEE), of public high school students in Louisiana by whether or not they were identified as business education students. The GEE is a high-stakes test that is administered to high school students in Louisiana. Students must pass specific portions of the test to obtain a diploma. Academic achievement data on the GEE was obtained from the Louisiana Department of Education. The sample for the study was all 10th and 11th grade students enrolled in public high schools in Louisiana during the 2008-2009 school year who were initial testers and who were not classified as “special education,” “504,” or “Limited English Proficiency.” Data acquired from the Louisiana Department of Education was recorded in a computerized recording document. Academic achievement, as measured by math and English scores on the GEE, was described and correlated with selected demographic characteristics. In addition, achievement was compared by whether or not the students were classified as a business education student. Demographic findings of the study showed that the largest groups of subjects were of the White race and female gender. In addition, more students were found to be in the socioeconomic group that was defined by receiving free lunch in school. Findings of the study indicated that business education students scored higher than non-business education students on all math and English measures examined. Additionally, business education students were found to have achieved at higher GEE classifications than non-business education students in both English and math areas. The researcher concluded that business education students perform better academically than non-business education students. Another conclusion of the study was that business education is no longer a female dominated program. The researcher recommended that state level administrators of educational programs in Louisiana develop new courses that would integrate academics and business education courses that would be approved for high school graduation credit. Some of these courses might include: business technical writing, applied mathematics, applied technology, research in careers and math for business decisions.
Subjects/Keywords: student achievement; academic achievement; business education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Wilkerson, D. A. (2010). The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862
Chicago Manual of Style (16th Edition):
Wilkerson, Debra A. “The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana.” 2010. Doctoral Dissertation, Louisiana State University. Accessed January 16, 2021.
etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862.
MLA Handbook (7th Edition):
Wilkerson, Debra A. “The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana.” 2010. Web. 16 Jan 2021.
Vancouver:
Wilkerson DA. The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2021 Jan 16].
Available from: etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862.
Council of Science Editors:
Wilkerson DA. The influence of program participation in business education courses on standardized test performance among secondary students in Louisiana. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-04222010-022409 ; https://digitalcommons.lsu.edu/gradschool_dissertations/862
University of Utah
18.
Davey, Carla Mae.
Predicting college student success: a historical and predictive examination of high school activities and accomplishments.
Degree: PhD, Educational Psychology;, 2010, University of Utah
URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/327/rec/911
► According to generational theorists, the interests and experiences of incoming students have fluctuated over time, with Millennial students being more engaged and accomplished than their…
(more)
▼ According to generational theorists, the interests and experiences of incoming students have fluctuated over time, with Millennial students being more engaged and accomplished than their predecessors. This project explored data from 1974-2007 to determine the actual trends in engagement and accomplishments for three generations of students. Over three million Student Profile Section data sets were randomly selected from complete ACT College Entrance Exam records. Given the existence of significant random variability among states, all trend analyses were conducted using hierarchical linear modeling. The primary finding of this study is that current students are engaging in fewer high school activities and attaining fewer accomplishments during high school than students of the previous generation. Specifically for activities, men and students from larger class sizes were less engaged, and students with higher socioeconomic statuses, higher grade point averages, and higher ACT scores were more engaged. Overall, the results of this dissertation suggest that student affairs professionals should use theorizing about Millennial students only as general guidelines, and consider the importance of measured trends and student background characteristics. In order to improve the practical utility of these results, a convenience sample of records was drawn from selected 4-year institutions, which collected data regarding college readiness, student engagement, and college outcomes, and was paired with ACT College Entrance Exams records. A wide range of relationships between high school and 1st-year college activities were measured with only some types of engagement (e.g., religious, sports/fitness, community service) having continuity into the college years. In addition, this study built on the current knowledge about college student outcomes by testing the ability of high school activities and accomplishments to incrementally add to the prediction of 1st-year GPA and 1st-to-2nd-year retention in conjunction with other known cognitive, noncognitive, and college engagement predictors. Using hierarchical linear and logistical regression, number of high school activities was able to capture additional variance in 1st-year GPA, but did not hold predictive utility for 1st-to-2nd-year retention. Hence, student affairs professionals should consider the implications of decreasing high school engagement when both planning for college activities and predicting college student outcomes.
Subjects/Keywords: Student activities; United States; Academic achievement; College preparation programs
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Davey, C. M. (2010). Predicting college student success: a historical and predictive examination of high school activities and accomplishments. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/327/rec/911
Chicago Manual of Style (16th Edition):
Davey, Carla Mae. “Predicting college student success: a historical and predictive examination of high school activities and accomplishments.” 2010. Doctoral Dissertation, University of Utah. Accessed January 16, 2021.
http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/327/rec/911.
MLA Handbook (7th Edition):
Davey, Carla Mae. “Predicting college student success: a historical and predictive examination of high school activities and accomplishments.” 2010. Web. 16 Jan 2021.
Vancouver:
Davey CM. Predicting college student success: a historical and predictive examination of high school activities and accomplishments. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2021 Jan 16].
Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/327/rec/911.
Council of Science Editors:
Davey CM. Predicting college student success: a historical and predictive examination of high school activities and accomplishments. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/327/rec/911
University of Hong Kong
19.
黃明欣.
The relations between
teacher's meta-emotion, student's bonding to school and academic
performance.
Degree: 2010, University of Hong Kong
URL: http://hdl.handle.net/10722/133154
Subjects/Keywords: Academic achievement.;
Teacher-student relationships.
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
黃明欣.. (2010). The relations between
teacher's meta-emotion, student's bonding to school and academic
performance. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/133154
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
黃明欣.. “The relations between
teacher's meta-emotion, student's bonding to school and academic
performance.” 2010. Thesis, University of Hong Kong. Accessed January 16, 2021.
http://hdl.handle.net/10722/133154.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
黃明欣.. “The relations between
teacher's meta-emotion, student's bonding to school and academic
performance.” 2010. Web. 16 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
黃明欣.. The relations between
teacher's meta-emotion, student's bonding to school and academic
performance. [Internet] [Thesis]. University of Hong Kong; 2010. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/10722/133154.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
黃明欣.. The relations between
teacher's meta-emotion, student's bonding to school and academic
performance. [Thesis]. University of Hong Kong; 2010. Available from: http://hdl.handle.net/10722/133154
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
Temple University
20.
Makar, Kathryn.
Predictors of Students' Academic Performance.
Degree: PhD, 2013, Temple University
URL: http://digital.library.temple.edu/u?/p245801coll10,216590
► Educational Psychology
Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed…
(more)
▼ Educational Psychology
Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in student learning. This is rather surprising considering that psychology continues to play such an important role in education. For decades, researchers have disagreed about the role played by three primary emotional concepts: self-esteem, parental involvement and student perception as predictors of students' academic success. This study attempts to determine which of these constructs, singly or in combination, can predict students' academic success and if the inclusion of any from among a selected group of demographic variables - socio-economic status, gender, ethnicity and student grade level- can alleviate or at least mitigate the discrepancies of prior research conclusions. A survey using a five point Likert scale was developed to collect data from 164 students in grades 3-7 in a select Philadelphia Charter School. The data were analyzed using Varimax Factor Rotation, Pearson Product-Moment Correlations and Multiple Regression to find answers to four research questions. The results of the analyses using only the emotional constructs were not significant; however, when the demographic constructs were included, specifically the students' grade levels, significant results were found. This study does not settle the controversy over whether or not the emotional constructs are authentic predictors of students' academic success. Nevertheless, the study does give insight into the significance of including the demographic factor of student grade level as a predictor of student academic success. Consequently, the results of this study suggest that any research using emotional constructs to predict the academic success of primary school students should include the various grade levels of the students.
Temple University – Theses
Advisors/Committee Members: Ducette, Joseph P.;, Farley, Frank, Partlow, Michelle Chaplin, Fullard, William, Stahler, Gerald;.
Subjects/Keywords: Education;
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Makar, K. (2013). Predictors of Students' Academic Performance. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216590
Chicago Manual of Style (16th Edition):
Makar, Kathryn. “Predictors of Students' Academic Performance.” 2013. Doctoral Dissertation, Temple University. Accessed January 16, 2021.
http://digital.library.temple.edu/u?/p245801coll10,216590.
MLA Handbook (7th Edition):
Makar, Kathryn. “Predictors of Students' Academic Performance.” 2013. Web. 16 Jan 2021.
Vancouver:
Makar K. Predictors of Students' Academic Performance. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2021 Jan 16].
Available from: http://digital.library.temple.edu/u?/p245801coll10,216590.
Council of Science Editors:
Makar K. Predictors of Students' Academic Performance. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216590
Drexel University
21.
Shull, Amanda M.
Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study.
Degree: 2019, Drexel University
URL: https://idea.library.drexel.edu/islandora/object/idea%3A9373
► Higher education models have continued to shift, with the primary focus of Student Affairs moving from the extra-curricular to the co-curricular, yet little data is…
(more)
▼ Higher education models have continued to shift, with the primary focus of Student Affairs moving from the extra-curricular to the co-curricular, yet little data is available to assess the impact of this co-curricular focus on student engagement and success. It is vital for both faculty and student affairs staff to provide students with educationally purposeful activities, both in and out of the classroom. It is imperative for a deeper collaboration between Student Affairs and Academic Affairs in order to provide students with a holistic learning experience, which will prepare them for the "real-world", post-graduation. It is important for Student Affairs to implement a culture of assessment to ensure positive outcomes, in the programs and services that they are providing to students, to secure its position within the co-curricular. Limited research is available examining various cultures of assessment in Student Affairs on college campuses. Through a conceptual framework, this dissertation examined the existing literature, encompassing four streams of theory, research and practice: (a) framework of student affairs; (b) assessment and evaluation; (c) student affairs and academic affairs; and (d) student affairs and leadership. This research assessed how student affairs professionals recognize their own proficiency, knowledge, and skills to identify the strategies, skills, and leadership techniques, they used in their practice. This was an explanatory sequential, case study, which surveyed Student Affairs professionals from one large urban private institution. Key findings of this study examined how assessment is being used in Student Affairs, its impact toward enhancing student engagement and success, as well as clarifying experiences with Student Affairs staff surrounding assessment and leadership styles. Implications and recommendations for future creativity research are discussed.
Ed.D., Educational Leadership and Management – Drexel University, 2019
Advisors/Committee Members: Chávez, José Luis, School of Education.
Subjects/Keywords: Educational leadership; Education – Administration; Student affairs services – Evaluation; Academic achievement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Shull, A. M. (2019). Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9373
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):
Shull, Amanda M. “Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study.” 2019. Thesis, Drexel University. Accessed January 16, 2021.
https://idea.library.drexel.edu/islandora/object/idea%3A9373.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shull, Amanda M. “Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study.” 2019. Web. 16 Jan 2021.
Vancouver:
Shull AM. Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study. [Internet] [Thesis]. Drexel University; 2019. [cited 2021 Jan 16].
Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9373.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shull AM. Examination of Student Affairs Culture in Relation to Student Engagement and Success: An Explanatory Sequential Case Study. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9373
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
22.
Flowers, Kyle.
Exploring Involvement : A Qualitative Study.
Degree: MS, College Student Services Administration, 2016, Oregon State University
URL: http://hdl.handle.net/1957/58923
► Involvement has been defined and researched by many student affairs professionals and theorists over the past 40 plus years. While many studies have researched the…
(more)
▼ Involvement has been defined and researched by many
student affairs professionals
and theorists over the past 40 plus years. While many studies have researched the
relationship between involvement and a
student's
academic success, little research
has been done that explores what involvement means to them, and the motivations
and factors for being involved. This research was designed to answer those two
questions and determine how
student affairs professionals can shape their advising
and supervising to meet the needs of students who are involved. The study consists of
seven participants who self-identified as being a full-time undergraduate
student that
was involved 20-30 hours a week. As a result of the data collection, five themes were
identified to help the researcher make meaning of the participants' experience:
involvement-going beyond the basic school requirements, motivation for involvement
is individualized, staying organized through calendars, notes, and task lists, benefits
and consequences are everywhere, and the importance of reflection. Based on the
findings and discussions recommendations, conclusions, and implications were then
made to support students who self-identify as being involved 20-30 hours as week.
Advisors/Committee Members: Roper, Larry (advisor), Dittman, Beth (committee member).
Subjects/Keywords: undergraduate student; Academic achievement
…the involved student when extracurricular involvement compromises academic
achievement… …theory of student departure, has
outlined that both the academic and social experiences at a… …retention. Lastly, public recognition for academic achievement,
independent scholarship… …Role of Student Affairs Professionals 7
Chapter 3: Methodology… …student organization, or
actively participate in clubs on campus, students experience…
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Flowers, K. (2016). Exploring Involvement : A Qualitative Study. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/58923
Chicago Manual of Style (16th Edition):
Flowers, Kyle. “Exploring Involvement : A Qualitative Study.” 2016. Masters Thesis, Oregon State University. Accessed January 16, 2021.
http://hdl.handle.net/1957/58923.
MLA Handbook (7th Edition):
Flowers, Kyle. “Exploring Involvement : A Qualitative Study.” 2016. Web. 16 Jan 2021.
Vancouver:
Flowers K. Exploring Involvement : A Qualitative Study. [Internet] [Masters thesis]. Oregon State University; 2016. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/1957/58923.
Council of Science Editors:
Flowers K. Exploring Involvement : A Qualitative Study. [Masters Thesis]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/58923
North-West University
23.
Beets, Soretha.
Psychological mindedness and academic achievement of psychology students in a tertiary education environment / S. Beets.
Degree: 2010, North-West University
URL: http://hdl.handle.net/10394/4093
► Traditionally, intelligence has been viewed to be the best predictor of academic achievement in tertiary education institutions. However, research has found the relationship between intelligence…
(more)
▼ Traditionally, intelligence has been viewed to be the best predictor of academic achievement in
tertiary education institutions. However, research has found the relationship between
intelligence and academic achievement to be rather weak and emotional competence is
suggested to be a better measure of academic achievement. Even though emotional
intelligence (EQ) is the most well-known measure of emotional competence, research on the
relationship between academic achievement and EQ has yielded mixed results. EQ further also
has limitations which attracts criticism. As a result of these criticism, psychological mindedness
(PM), a concept closely related to EQ, is used in this study as a measure of emotional
competence. Advantages of PM in comparison to EQ is that it is more comprehensive and also
that its nature and meaning are more clear.
The objectives of this study were to determine whether there is a correlation between PM
and academic achievement, and also whether there are differences in demographics (academic
year, gender, race, degree or diploma enrolled for) in relation to both PM and academic
achievement respectively.
A cross-sectional survey design was used and 211 undergraduate students enrolled for
psychology as module, at the Potchefstroom Campus of the North-West University participated.
A biographical questionnaire as well as the Psychological Mindedness Scale (PMS) was
administered during the scheduled class times for undergraduate Psychology modules, and
informed consent have been obtained before the academic records of the participants were
drawn from the Student Administration System. In order to be able to interpret the data,
correlations, t-tests and a one-way analysis of variance (ANOVA) were calculated.
This study has found a positive correlation between PM and academic achievement, but
no difference in PM between students of various academic years, genders, races and degrees
or diplomas enrolled for, respectively. Thus, even though there is a relationship between PM
and academic achievement, other factors that are not related to PM may also play a role.
It is recommended that a questionnaire that captures the mood of participants are
included when further studies are done on the relationship between PM and academic achievement. A further recommendation is that large and diversified samples are used. The
above-mentioned recommendations may result in the achievement of more accurate results that
may be generalisable.
With regard to further studies, it is recommended that the five factors included in the PMS
be analysed separately as this may give an indication of exactly which factors in the scale
correlates the best with academic achievement. If this is known specific attention may be given
to the development of these factors amongst students who are struggling academically.
Subjects/Keywords: Psychological mindedness;
Academic achievement;
Psychology;
Student(s);
Tertiary education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Beets, S. (2010). Psychological mindedness and academic achievement of psychology students in a tertiary education environment / S. Beets.
(Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4093
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):
Beets, Soretha. “Psychological mindedness and academic achievement of psychology students in a tertiary education environment / S. Beets.
” 2010. Thesis, North-West University. Accessed January 16, 2021.
http://hdl.handle.net/10394/4093.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Beets, Soretha. “Psychological mindedness and academic achievement of psychology students in a tertiary education environment / S. Beets.
” 2010. Web. 16 Jan 2021.
Vancouver:
Beets S. Psychological mindedness and academic achievement of psychology students in a tertiary education environment / S. Beets.
[Internet] [Thesis]. North-West University; 2010. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/10394/4093.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Beets S. Psychological mindedness and academic achievement of psychology students in a tertiary education environment / S. Beets.
[Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4093
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Columbia University
24.
Chu, Elizabeth.
Out of Class and Off Track: High School Suspension in New York City.
Degree: 2014, Columbia University
URL: https://doi.org/10.7916/D8HQ3X24
► Research suggests that suspensions are detrimental to students' socio-emotional and academic development and to the likelihood that they graduate from high school. This literature often…
(more)
▼ Research suggests that suspensions are detrimental to students' socio-emotional and academic development and to the likelihood that they graduate from high school. This literature often describes the types of students who are suspended or the relationships between suspension and student outcomes, either through qualitative methods or quantitative methods that fail to adequately account for the differences between students who are and are not suspended. Using longitudinal administrative data from New York City, I build upon extant research by estimating the link between suspension and short-term academic outcomes within a student fixed effects framework. This approach eliminates unmeasured differences across students that are associated with both the likelihood of being suspended and important student outcomes. I then estimate the link between suspension and long-term academic outcomes using propensity score matching. I find that suspension is associated with increased absences and latenesses, and a decreased likelihood of passing courses the term in which the suspension occurred. Furthermore, suspension is associated with a lower likelihood of graduating within four, five, or six years, and a decreased likelihood of passing Regents exams.
Subjects/Keywords: Education; Student suspension; High school students; Academic achievement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Chu, E. (2014). Out of Class and Off Track: High School Suspension in New York City. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8HQ3X24
Chicago Manual of Style (16th Edition):
Chu, Elizabeth. “Out of Class and Off Track: High School Suspension in New York City.” 2014. Doctoral Dissertation, Columbia University. Accessed January 16, 2021.
https://doi.org/10.7916/D8HQ3X24.
MLA Handbook (7th Edition):
Chu, Elizabeth. “Out of Class and Off Track: High School Suspension in New York City.” 2014. Web. 16 Jan 2021.
Vancouver:
Chu E. Out of Class and Off Track: High School Suspension in New York City. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2021 Jan 16].
Available from: https://doi.org/10.7916/D8HQ3X24.
Council of Science Editors:
Chu E. Out of Class and Off Track: High School Suspension in New York City. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8HQ3X24
Eastern Illinois University
25.
Smokoska, Laura.
An Investigation of Parental Involvement and Student Academic Achievement in Middle School.
Degree: MSEd, Teaching, Learning, and Foundations, 2020, Eastern Illinois University
URL: https://thekeep.eiu.edu/theses/4786
► The purpose of this research study was to investigate the relationship between parental involvement and student academic achievement in middle school. Additionally, this study…
(more)
▼ The purpose of this research study was to investigate the relationship between parental involvement and
student academic achievement in middle school. Additionally, this study investigated whether there were patterns among parental involvement and
student academic achievement among different ethnicities. The study was conducted in a diverse school in the Chicago suburbs to determine parental involvement levels and
student academic achievement levels among different ethnicities. The study had 41
student and parent participants who took a survey about parental involvement at home and parental communication with the school. In addition to the surveys, students’ final English grades, final science grades, and English MAP scores were analyzed. The results of the study revealed parents of White students demonstrated the highest levels of communication with school and that White students had the highest levels of
academic achievement compared to African American and Hispanic students. Pearson correlation revealed that there were two significant positive correlations between parental involvement and
student academic achievement, which were parents signing weekly grade reports and parents initiating calls with the school,
r = .586,
p = .01, and parents signing weekly grade reports and parents returning calls from school,
r = .479
, p = .01. However, most of the data from the Pearson correlation revealed that there was not a significant correlation between parental involvement and
student academic achievement, such as parents checking grades and parents returning calls from school,
r =.202, and parents signing weekly grade reports and parents reading notes, emails, and texts from school,
r =.054.
Advisors/Committee Members: Sham’ah Md-Yunus, Nikki Hillier, Christy Hild.
Subjects/Keywords: parental involvement; student academic achievement; middle school; multiple ethnicities; Secondary Education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Smokoska, L. (2020). An Investigation of Parental Involvement and Student Academic Achievement in Middle School. (Masters Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4786
Chicago Manual of Style (16th Edition):
Smokoska, Laura. “An Investigation of Parental Involvement and Student Academic Achievement in Middle School.” 2020. Masters Thesis, Eastern Illinois University. Accessed January 16, 2021.
https://thekeep.eiu.edu/theses/4786.
MLA Handbook (7th Edition):
Smokoska, Laura. “An Investigation of Parental Involvement and Student Academic Achievement in Middle School.” 2020. Web. 16 Jan 2021.
Vancouver:
Smokoska L. An Investigation of Parental Involvement and Student Academic Achievement in Middle School. [Internet] [Masters thesis]. Eastern Illinois University; 2020. [cited 2021 Jan 16].
Available from: https://thekeep.eiu.edu/theses/4786.
Council of Science Editors:
Smokoska L. An Investigation of Parental Involvement and Student Academic Achievement in Middle School. [Masters Thesis]. Eastern Illinois University; 2020. Available from: https://thekeep.eiu.edu/theses/4786
University of New Mexico
26.
Mattison, Cheryl.
The Perception of Science Teachers on the Role of Student Relationships in the Classroom.
Degree: Teacher Education, Educational Leadership & Policy, 2012, University of New Mexico
URL: http://hdl.handle.net/1928/17490
► With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed…
(more)
▼ With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/
student relationships to the increase of
student success in a science classroom. I attempted to answer 4 major questions: \uf0b7 How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? \uf0b7 How do science teachers in a select high school community believe they establish successful interactive relationships with their students? viii \uf0b7 What do science teachers in a select high school community believe are some of the outcomes of those relationships? \uf0b7 What do science teachers suggest to increase the teachers ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.'
Advisors/Committee Members: Watkins, Kathryn, Mitchell, Rose, Ho, Joseph, Sheldahl, Teresa, Pence, Penny.
Subjects/Keywords: Science teachers – United States – Attitudes; Teacher-student relationships; Academic achievement
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Mattison, C. (2012). The Perception of Science Teachers on the Role of Student Relationships in the Classroom. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/17490
Chicago Manual of Style (16th Edition):
Mattison, Cheryl. “The Perception of Science Teachers on the Role of Student Relationships in the Classroom.” 2012. Doctoral Dissertation, University of New Mexico. Accessed January 16, 2021.
http://hdl.handle.net/1928/17490.
MLA Handbook (7th Edition):
Mattison, Cheryl. “The Perception of Science Teachers on the Role of Student Relationships in the Classroom.” 2012. Web. 16 Jan 2021.
Vancouver:
Mattison C. The Perception of Science Teachers on the Role of Student Relationships in the Classroom. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/1928/17490.
Council of Science Editors:
Mattison C. The Perception of Science Teachers on the Role of Student Relationships in the Classroom. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/17490
University of Arizona
27.
Beasley-Knecht, Lukretia Amanda.
Grades and Perceptions of High School Climate: The Role of Race and Ethnicity
.
Degree: 2017, University of Arizona
URL: http://hdl.handle.net/10150/625898
► Racial disparities in educational achievement have been a persistent phenomenon in the United States. This inequity has been described as educational "opportunity gaps", "education debts",…
(more)
▼ Racial disparities in educational
achievement have been a persistent phenomenon in the United States. This inequity has been described as educational "opportunity gaps", "education debts", and "
achievement gaps". Education debt refers to the year after year amassed racial and ethnic
achievement gaps that result in a debt for most minoritized groups in comparison to White and Asian students. Despite the repeated significance of focusing on education inequalities concerning race and ethnicity, there is a paucity of research that examines the interrelatedness of school climate and
academic achievement specifically with respect to racial and ethnic differences. The ecology of human development framework provides a complex lens to better understand the students' experiences in the environment of the school. For this quantitative, correlational, cross-sectional study descriptive statistics and structural equation modeling (SEM) were applied to answer the research questions about the extent that high school students' perceptions of school climate predicted their self-reported grades, whether they differed as a function of students' race and ethnicity, and whether the magnitude between race/ethnicity groups was substantial. Overall, evidence was found for the unceasing and persisting education debt for minoritized groups regarding their grades, but also in connection to the influence of school aspects on their
academic achievement. For Black and American Indian/Alaska Native students the results indicated an intensification of the education debt through the considerably lower impact of school climate characteristics on grades than for White and Asian. For Mixed,
[email protected], and Other the debt appeared to be unchanging due to similarly small impacts as for White and Asian, yet, not lessening due to their lower grades.
Advisors/Committee Members: López, Francesca (advisor), López, Francesca (committeemember), Bosworth, Kris (committeemember), Henry, Kevin Lawrence, Jr. (committeemember).
Subjects/Keywords: academic achievement;
high school;
race and ethnicity;
school climate;
student perceptions
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Beasley-Knecht, L. A. (2017). Grades and Perceptions of High School Climate: The Role of Race and Ethnicity
. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/625898
Chicago Manual of Style (16th Edition):
Beasley-Knecht, Lukretia Amanda. “Grades and Perceptions of High School Climate: The Role of Race and Ethnicity
.” 2017. Doctoral Dissertation, University of Arizona. Accessed January 16, 2021.
http://hdl.handle.net/10150/625898.
MLA Handbook (7th Edition):
Beasley-Knecht, Lukretia Amanda. “Grades and Perceptions of High School Climate: The Role of Race and Ethnicity
.” 2017. Web. 16 Jan 2021.
Vancouver:
Beasley-Knecht LA. Grades and Perceptions of High School Climate: The Role of Race and Ethnicity
. [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/10150/625898.
Council of Science Editors:
Beasley-Knecht LA. Grades and Perceptions of High School Climate: The Role of Race and Ethnicity
. [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625898
University of Georgia
28.
West, David Howard.
Effects of student population on academic achievement in Georgia's public high schools.
Degree: 2014, University of Georgia
URL: http://hdl.handle.net/10724/26822
► Does the number of students attending a school affect student achievement? This question guided the study. Therefore, one purpose of this study was to determine…
(more)
▼ Does the number of students attending a school affect student achievement? This question guided the study. Therefore, one purpose of this study was to determine if a relationship existed between the total high school population (net
enrollment) and outcomes defined in terms of test scores of Georgia’s Public High Schools. Another purpose was, assuming a statistical, Correlational relationship, was to focus on determining the statistical effect of student population size on student
outcomes. Achievement was measured by scores from the Scholastic Aptitude Reasoning Test (SAT) and Georgia High School Graduation Test (GHSGT) data from standardized tests in English, Mathematics, Science, Social Studies, and Writing for the 2008-2009
school year. The 303 usable data sets were coded for statistical analysis using Statistical Package for Social Sciences (SPSS) software. Comparisons among school population and academic achievement measures were made through Pearson’s r, multiple
regression, and regression reduction. Alpha was set at the .05 level. Based upon the findings of this study, school size played no importance in the measures of academic achievement. Supporters of both large and small schools can equally say that in
Georgia, size has little to no impact on academic achievement or graduation rates.
Subjects/Keywords: Student population; Academic achievement; Georgia; Public high school
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
West, D. H. (2014). Effects of student population on academic achievement in Georgia's public high schools. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26822
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):
West, David Howard. “Effects of student population on academic achievement in Georgia's public high schools.” 2014. Thesis, University of Georgia. Accessed January 16, 2021.
http://hdl.handle.net/10724/26822.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
West, David Howard. “Effects of student population on academic achievement in Georgia's public high schools.” 2014. Web. 16 Jan 2021.
Vancouver:
West DH. Effects of student population on academic achievement in Georgia's public high schools. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/10724/26822.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
West DH. Effects of student population on academic achievement in Georgia's public high schools. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26822
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
29.
Latha,P.
A study into the factors related to the academic
achievement of higher secondary students in chemistry;.
Degree: 2014, Manonmaniam Sundaranar University
URL: http://shodhganga.inflibnet.ac.in/handle/10603/15721
► Higher secondary level is an important stage for all the students. This decided their future career. Now a days, students are more interested to study…
(more)
▼ Higher secondary level is an important stage for
all the students. This decided their future career. Now a days,
students are more interested to study science so that they can opt
engineering or medicine. Even for B.Sc Science group, chemistry is
the basic subject. As it has already been mentioned, the higher
secondary stage is a preparatory stage for professional course. At
this stage both physics and chemistry play a vital role in shaping
the future of the younger generation. Then, any lacuna in
understanding the concept of chemistry at this stage will not only
affect the students choice of career but also affect their
performance in higher classes continuously. The chemistry teacher
must, therefore, identify the hard nuts in higher secondary
chemistry curriculum and finds a solution so as to get the students
intellectually involved in the study of chemistry. As a teacher,
the investigator understands the problem of students. The teachers
ought to have adopted various techniques to make these abstract
concepts easy to understand. The higher secondary students face
personal problems also which affect their academic progress.
Educators should find out the problems faced by the students and
help them in finding a suitable solution and counsel them, where
they really need. If the problems are ignored, it will lead to
deteriorate the academic improvement of pupils. It is notised that
very few teachers have time to go deep into the learning problems
of students, whereas others have busy schedule with their
commitments. In this process, teachers have less time to interact
with students and find out their personal problems. If students are
helped by the teachers, things will be taken up in a different
angle and can be solved out in an easy way. So the investigator,
who is also a chemistry teacher, takes up the challenges of finding
out the factors affecting the higher secondary students academic
achievement in chemistry and arriving at some concrete solutions to
solve the problems. The investigator believes that
f
Advisors/Committee Members: Rasul Mohaideen,S.
Subjects/Keywords: academic achievement; career; chemistry; engineering; higher secondary student; medicine; younger generation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Latha,P. (2014). A study into the factors related to the academic
achievement of higher secondary students in chemistry;. (Thesis). Manonmaniam Sundaranar University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/15721
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Latha,P. “A study into the factors related to the academic
achievement of higher secondary students in chemistry;.” 2014. Thesis, Manonmaniam Sundaranar University. Accessed January 16, 2021.
http://shodhganga.inflibnet.ac.in/handle/10603/15721.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Latha,P. “A study into the factors related to the academic
achievement of higher secondary students in chemistry;.” 2014. Web. 16 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
Latha,P. A study into the factors related to the academic
achievement of higher secondary students in chemistry;. [Internet] [Thesis]. Manonmaniam Sundaranar University; 2014. [cited 2021 Jan 16].
Available from: http://shodhganga.inflibnet.ac.in/handle/10603/15721.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Latha,P. A study into the factors related to the academic
achievement of higher secondary students in chemistry;. [Thesis]. Manonmaniam Sundaranar University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/15721
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
30.
Zeiser, Kristina Lillian.
Investigating the Causal Effects of Student Mobility on Academic Outcomes: Who is Disproportionately Affected by Transferring During High School?.
Degree: 2011, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/12076
► The current study utilizes data from the National Education Longitudinal Study of 1988-2000 to address three primary research questions. First, I test the selection hypothesis…
(more)
▼ The current study utilizes data from the National Education Longitudinal Study of 1988-2000 to address three primary research questions. First, I test the selection hypothesis that the negative relationships between
student mobility and educational outcomes only exist because students who transfer between school districts are more likely to have lower levels of prior
academic achievement and belong to more socially-disadvantaged social groups. To do this, I perform propensity score modeling to compare the
academic outcomes of transfer students and non-transfer students with extremely similar background characteristics. Second, I explore whether
student mobility is more detrimental to the
academic outcomes of specific social groups relative to others based on differential levels of relationships between families and school personnel before the school transfer occurs. To answer this research question, I utilize OLS and logistic regression techniques that interact levels of
student mobility with measures of social group membership. Finally, I investigate whether participation in specific extracurricular activities in the 8th and 12th grades provides
academic benefits to transfer students. Using the quasi-experimental statistical technique of propensity score modeling, I find that
student mobility after the 8th grade is negatively related to students’ 12th grade GPAs, the number of units students complete in math and science, and levels of educational attainment. While the effects of transferring more than once during high school are larger than the effects of transferring once during high school, many of the differences between these groups of mobile students do not achieve statistical significance. Moreover, this study does not find consistent support for the hypothesis that the effects of
student mobility differ across different segments of the population. Finally, this study finds that transfer students who participate in sports and
academic activities in the 12th grade experience more positive
academic outcomes relative to transfer students who do not participate in these activities. While this study clarifies many aspects of the relationships between
student mobility and students’
academic outcomes, it is clear that more research is needed to determine the best strategies that schools and parents can utilize to support transfers students’ intellectual growth and
academic success.
Advisors/Committee Members: Dr. Emily Greenman, Committee Chair/Co-Chair, Dr. Suet-ling Pong, Committee Chair/Co-Chair, Dr. David Johnson, Committee Member, Dr. Paul Amato, Committee Member, Dr. Katerina Bodovski, Committee Member.
Subjects/Keywords: student mobility; academic achievement and attainment; educational inequality; extracurricular participation
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zeiser, K. L. (2011). Investigating the Causal Effects of Student Mobility on Academic Outcomes: Who is Disproportionately Affected by Transferring During High School?. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12076
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):
Zeiser, Kristina Lillian. “Investigating the Causal Effects of Student Mobility on Academic Outcomes: Who is Disproportionately Affected by Transferring During High School?.” 2011. Thesis, Penn State University. Accessed January 16, 2021.
https://submit-etda.libraries.psu.edu/catalog/12076.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Zeiser, Kristina Lillian. “Investigating the Causal Effects of Student Mobility on Academic Outcomes: Who is Disproportionately Affected by Transferring During High School?.” 2011. Web. 16 Jan 2021.
Vancouver:
Zeiser KL. Investigating the Causal Effects of Student Mobility on Academic Outcomes: Who is Disproportionately Affected by Transferring During High School?. [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Jan 16].
Available from: https://submit-etda.libraries.psu.edu/catalog/12076.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Zeiser KL. Investigating the Causal Effects of Student Mobility on Academic Outcomes: Who is Disproportionately Affected by Transferring During High School?. [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12076
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
◁ [1] [2] [3] [4] [5] … [17] ▶
. 
Open Access Theses and Dissertations
