subject:(student performance)

1. Allen, Carmen Ray. Retaining Students in Community College Classrooms: A Student Success Model.

Degree: 2017, Ferris State University

► For the last decade, community colleges have been challenged by declining enrollment, reduced financial resources, and increased demand for accountability at national, state, and local… (more)

Subjects/Keywords: Student retention.; Student engagement; Classroom performance monitoring.

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APA (6^th Edition):

Allen, C. R. (2017). Retaining Students in Community College Classrooms: A Student Success Model. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/6066

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

Chicago Manual of Style (16^th Edition):

Allen, Carmen Ray. “Retaining Students in Community College Classrooms: A Student Success Model.” 2017. Thesis, Ferris State University. Accessed January 22, 2021. http://hdl.handle.net/2323/6066.

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

MLA Handbook (7^th Edition):

Allen, Carmen Ray. “Retaining Students in Community College Classrooms: A Student Success Model.” 2017. Web. 22 Jan 2021.

Vancouver:

Allen CR. Retaining Students in Community College Classrooms: A Student Success Model. [Internet] [Thesis]. Ferris State University; 2017. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/2323/6066.

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

Council of Science Editors:

Allen CR. Retaining Students in Community College Classrooms: A Student Success Model. [Thesis]. Ferris State University; 2017. Available from: http://hdl.handle.net/2323/6066

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

Brunel University

2. Bhaskaran, Subhashini Sailesh. An Investigation into the Knowledge Discovery and Data Mining (KDDM) process to generate course taking pattern characterised by contextual factors of students in Higher Education Institution (HEI).

Degree: PhD, 2017, Brunel University

URL: http://bura.brunel.ac.uk/handle/2438/15880 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764880

► The Knowledge Discovery and Data Mining (KDDM), a growing field of study argued to be very useful in discovering knowledge hidden in large datasets are… (more)

▼ The Knowledge Discovery and Data Mining (KDDM), a growing field of study argued to be very useful in discovering knowledge hidden in large datasets are slowly finding application in Higher Educational Institutions (HEIs). While literature shows that KDDM processes enable discovery of knowledge useful to improve performance of organisations, limitations surrounding them contradict this argument. While extending the usefulness of KDDM processes to support HEIs, challenges were encountered like the discovery of course taking patterns in educational datasets associated with contextual information. While literature argued that existing KDDM processes suffer from the limitations arising out of their inability to generate patterns associated with contextual information, this research tested this claim and developed an artefact that overcame the limitation. Design Science methodology was used to test and evaluate the KDDM artefact. The research used the CRISP-DM process model to test the educational dataset using attributes namely course taking pattern, course difficulty level, optimum CGPA and time-to-degree by applying clustering, association rule and classification techniques. The results showed that both clustering and association rules did not produce course taking patterns. Classification produced course taking patterns that were partially linked to CGPA and time-to-degree. But optimum CGPA and time-to-degree could not be linked with contextual information. Hence the CRISP-DM process was modified to include three new stages namely contextual data understanding, contextual data preparation and additional data preparation (merging) stage to see whether contextual dataset could be separately mined and associated with course taking pattern. The CRISP-DM model and the modified CRISP-DM model were tested as per the guidelines of Chapman et al. (2000). Process theory was used as basis for the modification of CRISP-DM process. Results showed that course taking pattern contextualised by course difficulty level pattern predicts optimum CGPA and time-to-degree. This research has contributed to knowledge by developing a new artefact (contextual factor mining in the CRISP-DM process) to predict optimum CGPA and optimum time-to-degree using course taking pattern and course difficulty level pattern. Contribution to theory was in extension of the application of a few theories to explain the development, testing and evaluation of the KDDM artefact. Enhancement of genetic algorithm (GA) to mine course difficulty level pattern along with course taking pattern is a contribution and a pseudocode to verify the presence of course difficulty level pattern. Contribution to practise was by demonstrating the usefulness of the modified CRISP-DM process for prediction and simulation of the course taking pattern to predict the optimum CGPA and time-to-degree thereby demonstrating that the artefact can be deployed in practise.

Subjects/Keywords: Student performance; Time-to-degree

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APA (6^th Edition):

Bhaskaran, S. S. (2017). An Investigation into the Knowledge Discovery and Data Mining (KDDM) process to generate course taking pattern characterised by contextual factors of students in Higher Education Institution (HEI). (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/15880 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764880

Chicago Manual of Style (16^th Edition):

Bhaskaran, Subhashini Sailesh. “An Investigation into the Knowledge Discovery and Data Mining (KDDM) process to generate course taking pattern characterised by contextual factors of students in Higher Education Institution (HEI).” 2017. Doctoral Dissertation, Brunel University. Accessed January 22, 2021. http://bura.brunel.ac.uk/handle/2438/15880 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764880.

MLA Handbook (7^th Edition):

Bhaskaran, Subhashini Sailesh. “An Investigation into the Knowledge Discovery and Data Mining (KDDM) process to generate course taking pattern characterised by contextual factors of students in Higher Education Institution (HEI).” 2017. Web. 22 Jan 2021.

Vancouver:

Bhaskaran SS. An Investigation into the Knowledge Discovery and Data Mining (KDDM) process to generate course taking pattern characterised by contextual factors of students in Higher Education Institution (HEI). [Internet] [Doctoral dissertation]. Brunel University; 2017. [cited 2021 Jan 22]. Available from: http://bura.brunel.ac.uk/handle/2438/15880 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764880.

Council of Science Editors:

Bhaskaran SS. An Investigation into the Knowledge Discovery and Data Mining (KDDM) process to generate course taking pattern characterised by contextual factors of students in Higher Education Institution (HEI). [Doctoral Dissertation]. Brunel University; 2017. Available from: http://bura.brunel.ac.uk/handle/2438/15880 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764880

University of North Texas

3. Hartmann, Lillian Ann. An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance.

Degree: 2013, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc407744/

► Among educational researchers, important questions are being asked about how to improve mathematics instruction for elementary students. This study, conducted in a north Texas public… (more)

▼ Among educational researchers, important questions are being asked about how to improve mathematics instruction for elementary students. This study, conducted in a north Texas public school with 294 third- through fifth-grade students, ten teachers and three coaches, examined the relationship between students’ achievement in mathematics and the mathematics teaching and coaching instruction they received. Student achievement was measured by the Computer Adaptive Instrument (CAT), which is administered three times a year in the district and is the main criterion for students’ performance/movement in the district’s response to intervention program for mathematics. The response to intervention model employs student data to guide instruction and learning in the classroom and in supplemental sessions. The theoretical framework of the concerns based adoption model (CBAM) was the basis to investigate the concerns that mathematics teachers and coaches had in using the CAT student data to inform their instruction. The CAT data, based on item response theory, was the innovation. Unique in this study was the paralleling of teachers’ and coaches’ concerns and profiles for their use of the data with student scores using an empirical approach. Data were collected at three intervals through the Stages of Concerns Questionnaire, the Levels of Use interviews, and the Innovation Configuration Components Matrix from teachers and at three intervals student CAT-scaled scores. Multiple regression analyses with the concerns and CAT scores and levels of use and CAT scores were conducted to determine if relationships existed between the variables. The findings indicated that, overall, the teachers and coaches who scored high in personal concerns at the three data points remained at low levels of use or non-use of CAT data in their instruction. Only two teachers indicated movement from high intense personal concerns to high concerns regarding the impact on students. This correlated with their increased use of CAT at the three-collection points. The regression analyses indicated no correlations between the teachers’ and coaches’ concerns and the CAT and no correlations between their levels of data use and the CAT. At the exit interviews, patterns suggested that the presence of a change facilitator might have made a difference in their understanding and use of the CAT data ultimately impacting student achievement. This study sets a new precedent in the use of CBAM data and offers insights into the necessity of providing support and training in a change process. Advisors/Committee Members: Tunks, Jeanne L., Wulff, Stefanie, Byrdf, Jimmy, Curtin, Ellen M..

Subjects/Keywords: Mathematics; student performance; data driven

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APA (6^th Edition):

Hartmann, L. A. (2013). An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407744/

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

Chicago Manual of Style (16^th Edition):

Hartmann, Lillian Ann. “An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance.” 2013. Thesis, University of North Texas. Accessed January 22, 2021. https://digital.library.unt.edu/ark:/67531/metadc407744/.

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

MLA Handbook (7^th Edition):

Hartmann, Lillian Ann. “An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance.” 2013. Web. 22 Jan 2021.

Vancouver:

Hartmann LA. An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance. [Internet] [Thesis]. University of North Texas; 2013. [cited 2021 Jan 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407744/.

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

Council of Science Editors:

Hartmann LA. An Examination of Mathematics Teachers’ Use of Student Data in Relationship to Student Academic Performance. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407744/

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

McGill University

4. Dauphinee, Sharon Lee. Effect of Review and its Format on Student Performance of a “Mixed Activity”.

Degree: MS, School of Physical and Occupational Therapy, 1975, McGill University

URL: https://escholarship.mcgill.ca/downloads/pc289m37p.pdf ; https://escholarship.mcgill.ca/concern/theses/1544br90s

► As Physical Therapy education faces a rapidly expanding body of knowledge plus growing complexity in specialized areas, the capaciti.es of students, teachers, and curriculums are… (more)

Subjects/Keywords: Student Performance

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APA (6^th Edition):

Dauphinee, S. L. (1975). Effect of Review and its Format on Student Performance of a “Mixed Activity”. (Masters Thesis). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/pc289m37p.pdf ; https://escholarship.mcgill.ca/concern/theses/1544br90s

Chicago Manual of Style (16^th Edition):

Dauphinee, Sharon Lee. “Effect of Review and its Format on Student Performance of a “Mixed Activity”.” 1975. Masters Thesis, McGill University. Accessed January 22, 2021. https://escholarship.mcgill.ca/downloads/pc289m37p.pdf ; https://escholarship.mcgill.ca/concern/theses/1544br90s.

MLA Handbook (7^th Edition):

Dauphinee, Sharon Lee. “Effect of Review and its Format on Student Performance of a “Mixed Activity”.” 1975. Web. 22 Jan 2021.

Vancouver:

Dauphinee SL. Effect of Review and its Format on Student Performance of a “Mixed Activity”. [Internet] [Masters thesis]. McGill University; 1975. [cited 2021 Jan 22]. Available from: https://escholarship.mcgill.ca/downloads/pc289m37p.pdf ; https://escholarship.mcgill.ca/concern/theses/1544br90s.

Council of Science Editors:

Dauphinee SL. Effect of Review and its Format on Student Performance of a “Mixed Activity”. [Masters Thesis]. McGill University; 1975. Available from: https://escholarship.mcgill.ca/downloads/pc289m37p.pdf ; https://escholarship.mcgill.ca/concern/theses/1544br90s

5. Olla, Rita. The Differential Effects of Feedback on Performance.

Degree: 2019, University of Nevada – Reno

URL: http://hdl.handle.net/11714/5992

► For the progress of our society and its wellbeing, it is more and more critical that evidence-based instructional procedures are implemented to provide the individual… (more)

Subjects/Keywords: Behavioral processes; Feedback; Learning; Performance; Student performance

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APA (6^th Edition):

Olla, R. (2019). The Differential Effects of Feedback on Performance. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/5992

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

Chicago Manual of Style (16^th Edition):

Olla, Rita. “The Differential Effects of Feedback on Performance.” 2019. Thesis, University of Nevada – Reno. Accessed January 22, 2021. http://hdl.handle.net/11714/5992.

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

MLA Handbook (7^th Edition):

Olla, Rita. “The Differential Effects of Feedback on Performance.” 2019. Web. 22 Jan 2021.

Vancouver:

Olla R. The Differential Effects of Feedback on Performance. [Internet] [Thesis]. University of Nevada – Reno; 2019. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11714/5992.

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

Council of Science Editors:

Olla R. The Differential Effects of Feedback on Performance. [Thesis]. University of Nevada – Reno; 2019. Available from: http://hdl.handle.net/11714/5992

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

Colorado State University

6. Peters, Janet M. Transformational teachership: how principles of transformational leadership foster student outcomes.

Degree: PhD, Psychology, 2014, Colorado State University

URL: http://hdl.handle.net/10217/83802

► As higher education continues to undergo reform, the role of teachers as leaders in the classroom is becoming more important than ever. However, there is… (more)

Subjects/Keywords: education; leadership; student attitudes; student engagement; student performance; transformational

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APA (6^th Edition):

Peters, J. M. (2014). Transformational teachership: how principles of transformational leadership foster student outcomes. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/83802

Chicago Manual of Style (16^th Edition):

Peters, Janet M. “Transformational teachership: how principles of transformational leadership foster student outcomes.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 22, 2021. http://hdl.handle.net/10217/83802.

MLA Handbook (7^th Edition):

Peters, Janet M. “Transformational teachership: how principles of transformational leadership foster student outcomes.” 2014. Web. 22 Jan 2021.

Vancouver:

Peters JM. Transformational teachership: how principles of transformational leadership foster student outcomes. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10217/83802.

Council of Science Editors:

Peters JM. Transformational teachership: how principles of transformational leadership foster student outcomes. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/83802

Université de Sherbrooke

7. 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

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APA (6^th 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 (16^th 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 22, 2021. http://hdl.handle.net/11143/15131.

MLA Handbook (7^th Edition):

Ciza, Ezechiel. “Les devoirs scolaires dans les établissements secondaires au Québec : un analyseur-révélateur des conceptions des pratiques enseignantes.” 2019. Web. 22 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 22]. 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

University of KwaZulu-Natal

8. Buthelezi, Nontobeko Precious Angela. Towards an Afrocentric paradigm for understanding student success in the college of Humanities at a University in KwaZulu-Natal.

Degree: 2017, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/18049

► Previous studies on the problem of poor students’ throughput in higher education in South Africa had tended to work within the paradigm of understanding in… (more)

▼ Previous studies on the problem of poor students’ throughput in higher education in South Africa had tended to work within the paradigm of understanding in which research and the outcome of research are portrayed as objective and predetermined. Unfortunately, such approaches produce models and theoretical frameworks that err in disregarding the historical and the contextual in people’s lives. On the other hand, deductive and unilateral (one size fit all) perspectives and methodologies that assume that people’s lived-experiences and realities are neutral and value-free similarly fail to account for university students’ success or failure that emanate from the dynamic and unique nature of the culture and the context in which they live and work. Hence, the complex and diverse nature of South African students’ population in higher education institutions do call for innovative and participatory methods of inquiry this is able to generate comprehensive conceptual models to inform prospective intervention programmes. In contrast to these past approaches, the present study utilized a grounded theory methodology to facilitate the co-contribution of student participants in the collection, analysis and interpretation of data aimed at answering the persistent question about the factors that influence students’ learning outcomes in higher education. The objective of the study was to facilitate the emergence of conceptual schemes or models that could inform a framework for understanding the first-year student’s success at a university in KwaZulu-Natal province. The study employed focus group discussions to stimulate a controlled and detailed inquiry into what enables and/or constrains 2012 first year students’ academic success at the University of KwaZulu-Natal, College of Humanities, Pietermaritzburg campus. The study involved 108 students who participated in seven participlan focus groups. Additionally, the study integrated the lessons learnt and data obtained from three first year students’ participlan focus groups in 2011 who took part in the pilot phase of the research project. The results show that the narratives of the students draw attention to the existence of some socio-economic factors, social class issues, socio-academic programmes and institutional infrastructure with potential to either impede or promote the success of students at the university. Fundamentally, some of the major themes that emerged from the study included the persistence of social inequalities in shaping the lived experiences, identities and perceptions of some of the students. The findings also indicate that majority of the student participants are aware of their agentic role within the learning process and did acknowledge the operation of some negative and positive influences of certain systems towards their success at the university. The results of the study further showed that even though institutions of higher education in South Africa, such as the UKZN have progressive policies, it is crucial to constantly profile students and engage them… Advisors/Committee Members: Collings, Steven John. (advisor).

Subjects/Keywords: Student throughput.; Higher education.; Student retention.; Student success.; Afrocentric.; Student performance.; South African students.

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APA (6^th Edition):

Buthelezi, N. P. A. (2017). Towards an Afrocentric paradigm for understanding student success in the college of Humanities at a University in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/18049

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

Chicago Manual of Style (16^th Edition):

Buthelezi, Nontobeko Precious Angela. “Towards an Afrocentric paradigm for understanding student success in the college of Humanities at a University in KwaZulu-Natal.” 2017. Thesis, University of KwaZulu-Natal. Accessed January 22, 2021. https://researchspace.ukzn.ac.za/handle/10413/18049.

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

MLA Handbook (7^th Edition):

Buthelezi, Nontobeko Precious Angela. “Towards an Afrocentric paradigm for understanding student success in the college of Humanities at a University in KwaZulu-Natal.” 2017. Web. 22 Jan 2021.

Vancouver:

Buthelezi NPA. Towards an Afrocentric paradigm for understanding student success in the college of Humanities at a University in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2021 Jan 22]. Available from: https://researchspace.ukzn.ac.za/handle/10413/18049.

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

Council of Science Editors:

Buthelezi NPA. Towards an Afrocentric paradigm for understanding student success in the college of Humanities at a University in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2017. Available from: https://researchspace.ukzn.ac.za/handle/10413/18049

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

University of Ghana

9. Essiam, J.O. Influence of Student Engagement on Academic Performance in Higher Education in Ghana .

Degree: 2019, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/35537

► Student engagement has been conceptualized to connote the things that students do and are made to do at school. Engaged students are willing to participate… (more)

▼ Student engagement has been conceptualized to connote the things that students do and are made to do at school. Engaged students are willing to participate in routine activities that are sanctioned by the university such as going for lectures, adhering to university regulations, participating in group work and submitting assignments on time. Predominantly, student engagement has been denoted as students involving themselves in educational purposeful activities to enhance their academic success and personal development. Generally, the study investigated the factors that influenced student engagement and explained how those factors in turn affected academic performance of students within the Ghanaian higher education context. The research objectives were to determine the sets of constructs that measured student engagement and analyze the relationships between the demographic characteristics (levels of students, age and sex) and the student engagement sub-variables. The research was also to investigate the relationship between student engagement and academic performance through the flow-efficacystudent engagement linkages model in higher education; and finally determine the relationship between student entrepreneurial activities and academic performance. The research was conducted from the positivist perspective. The quantitative cross-sectional survey strategy was used involving 449 students from level 200, 300 and 400 at the University of Professional Studies, Accra. The selection was done using the stratified simple random sampling and proportional techniques. The descriptive and inferential statistics were used to analyze the data. Findings showed that student learning experience (β= .185, p< .05), student experience with faculty (β= -.133, p< .05), academic challenge (β= .107, p< .05), lecturer feedback (β= .129, p< .05) and learning with peers significantly predicted student engagement. Conversely, campus environment (β= -.057, p=ns) did not predict student engagement. Student engagement significantly influenced students GPA (β= .298, t (448) = 6.573, p< .05). Students participated in activities that challenged them to learn to meet their lecturer expectations (Academic challenge, Mean= 3.861, SD=.665). Students rated their experiences with faculty (Mean= 3.293, SD= .670) as the least dimension of the student engagement variable. Student engagement positively and significantly influenced academic performance. Although, majority of the students did not engage in entrepreneurial activities (Mean=2.605, SD=.884), results indicated that students who engaged in entrepreneurial activities were likely not to do well academically (r= -.182, p< .05). The study concluded that student engagement has significant influence on academic performance of students in higher education in Ghana. The study recommended the need to encourage students to form peer-counseling groups that could be used as vehicle to orient students toward good practices that could help them to succeed academically while…

Subjects/Keywords: Student Engagement; Academic Performance; Higher Education; Ghana

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APA (6^th Edition):

Essiam, J. O. (2019). Influence of Student Engagement on Academic Performance in Higher Education in Ghana . (Doctoral Dissertation). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/35537

Chicago Manual of Style (16^th Edition):

Essiam, J O. “Influence of Student Engagement on Academic Performance in Higher Education in Ghana .” 2019. Doctoral Dissertation, University of Ghana. Accessed January 22, 2021. http://ugspace.ug.edu.gh/handle/123456789/35537.

MLA Handbook (7^th Edition):

Essiam, J O. “Influence of Student Engagement on Academic Performance in Higher Education in Ghana .” 2019. Web. 22 Jan 2021.

Vancouver:

Essiam JO. Influence of Student Engagement on Academic Performance in Higher Education in Ghana . [Internet] [Doctoral dissertation]. University of Ghana; 2019. [cited 2021 Jan 22]. Available from: http://ugspace.ug.edu.gh/handle/123456789/35537.

Council of Science Editors:

Essiam JO. Influence of Student Engagement on Academic Performance in Higher Education in Ghana . [Doctoral Dissertation]. University of Ghana; 2019. Available from: http://ugspace.ug.edu.gh/handle/123456789/35537

10. Pratt, Maria. Evaluation of Unsatisfactory Student Performance in Professional Nursing Practice: A Hermeneutic Study.

Degree: PhD, 2016, McMaster University

URL: http://hdl.handle.net/11375/20284

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A professional practice instructor (PPI), as an evaluator of student performance in professional practice, makes important decisions as to whether nursing students are meeting course… (more)

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A professional practice instructor (PPI), as an evaluator of student performance in professional practice, makes important decisions as to whether nursing students are meeting course requirements. Several nursing education studies have reported that students whose performances are deemed unsatisfactory in professional practice courses nonetheless continue to receive passing grades. While this phenomenon, known as “failure to fail,” has been documented in studies involving nursing preceptors, it has yet to be the subject of an in-depth exploration among PPIs. Utilizing Gadamer’s (2011) philosophical hermeneutics and Fleming, Gaidys, and Robb’s (2003) hermeneutic methodology, this qualitative study sought to gain an in-depth understanding of the experiences of PPIs (n = 8) in evaluating unsatisfactory student performance within three educational institutions using a collaborative undergraduate nursing program (UNP) in Southern Ontario. This study revealed that evaluating unsatisfactory student performance is an emotionally draining experience for PPIs. The perception of an overwhelming workload and complex challenges can make it difficult for PPIs to assign a failing grade to a student, especially among novice PPIs. Furthermore, both assigning a failing grade and failing to fail students were found to have a negative impact on all participants in this study. Amid these difficulties, ongoing critical reflection and seeking collegial support and feedback were deemed helpful in validating a PPI’s decision-making, as well as alleviating the emotional aspects of grading experiences. While this study reinforces that stressors are inevitable when evaluating unsatisfactory student performance, they may be ameliorated through the creation of mandatory multi-modal orientation programs for all PPIs within educational nursing institutions. Furthermore, mentorship programs for novice PPIs might better prepare and support them in coping with the complex issues related to managing failing students.

Dissertation

Doctor of Philosophy (PhD)

Advisors/Committee Members: Black, Dr. Margaret, Martin, Dr. Lynn, Mohide, Prof. Ann, Nursing.

Subjects/Keywords: Evaluation; Unsatisfactory Student Performance; Professional Practice; Nursing

6 more images…

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APA (6^th Edition):

Pratt, M. (2016). Evaluation of Unsatisfactory Student Performance in Professional Nursing Practice: A Hermeneutic Study. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/20284

Chicago Manual of Style (16^th Edition):

Pratt, Maria. “Evaluation of Unsatisfactory Student Performance in Professional Nursing Practice: A Hermeneutic Study.” 2016. Doctoral Dissertation, McMaster University. Accessed January 22, 2021. http://hdl.handle.net/11375/20284.

MLA Handbook (7^th Edition):

Pratt, Maria. “Evaluation of Unsatisfactory Student Performance in Professional Nursing Practice: A Hermeneutic Study.” 2016. Web. 22 Jan 2021.

Vancouver:

Pratt M. Evaluation of Unsatisfactory Student Performance in Professional Nursing Practice: A Hermeneutic Study. [Internet] [Doctoral dissertation]. McMaster University; 2016. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11375/20284.

Council of Science Editors:

Pratt M. Evaluation of Unsatisfactory Student Performance in Professional Nursing Practice: A Hermeneutic Study. [Doctoral Dissertation]. McMaster University; 2016. Available from: http://hdl.handle.net/11375/20284

11. Langlie, Teri Jo. Teacher Performance Assessments: Exploring Student Perspectives Of The Edtpa.

Degree: PhD, Teaching & Learning, 2015, University of North Dakota

URL: https://commons.und.edu/theses/1796

► At least 34 states require teacher candidates to complete a comprehensive teacher performance assessment (edTPA) during their student teaching experience. Teacher candidates are assigned… (more)

Subjects/Keywords: edTPA; effort; student teaching; teacher performance assessment

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APA (6^th Edition):

Langlie, T. J. (2015). Teacher Performance Assessments: Exploring Student Perspectives Of The Edtpa. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1796

Chicago Manual of Style (16^th Edition):

Langlie, Teri Jo. “Teacher Performance Assessments: Exploring Student Perspectives Of The Edtpa.” 2015. Doctoral Dissertation, University of North Dakota. Accessed January 22, 2021. https://commons.und.edu/theses/1796.

MLA Handbook (7^th Edition):

Langlie, Teri Jo. “Teacher Performance Assessments: Exploring Student Perspectives Of The Edtpa.” 2015. Web. 22 Jan 2021.

Vancouver:

Langlie TJ. Teacher Performance Assessments: Exploring Student Perspectives Of The Edtpa. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2021 Jan 22]. Available from: https://commons.und.edu/theses/1796.

Council of Science Editors:

Langlie TJ. Teacher Performance Assessments: Exploring Student Perspectives Of The Edtpa. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1796

University of Missouri – Columbia

12. Beavers, Jason K. At-risk students' academic performance indicators and extracurricular participation.

Degree: 2012, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/16520

► The purpose of this study was to determine what, if any, associations exist between at-risk students' academic indicators and participation (or nonparticipation) in a school… (more)

Subjects/Keywords: academic performance; extracurricular activity; at-risk student

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APA (6^th Edition):

Beavers, J. K. (2012). At-risk students' academic performance indicators and extracurricular participation. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/16520

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

Chicago Manual of Style (16^th Edition):

Beavers, Jason K. “At-risk students' academic performance indicators and extracurricular participation.” 2012. Thesis, University of Missouri – Columbia. Accessed January 22, 2021. http://hdl.handle.net/10355/16520.

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

MLA Handbook (7^th Edition):

Beavers, Jason K. “At-risk students' academic performance indicators and extracurricular participation.” 2012. Web. 22 Jan 2021.

Vancouver:

Beavers JK. At-risk students' academic performance indicators and extracurricular participation. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10355/16520.

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

Council of Science Editors:

Beavers JK. At-risk students' academic performance indicators and extracurricular participation. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/16520

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

University of Limerick

13. Ryan, Veronica. Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland.

Degree: 2018, University of Limerick

URL: http://hdl.handle.net/10344/7060

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peer-reviewed

This research study investigated student performance in mathematics during the transition from primary to post-primary school. Academic achievement in mathematics was measured using a… (more)

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peer-reviewed

This research study investigated student performance in mathematics during the transition from primary to post-primary school. Academic achievement in mathematics was measured using a standardised test at the end of sixth class of primary school and the end of first year of post-primary school. Progress in mathematics was measured over the transition by comparing these two test results for 249 students. This data was analysed for all students and also for students grouped by gender, prior achievement, strand areas (Number, Measures, Shape and Space, Data and Algebra) and process skills (Concepts and Facts, Computation and Word Problems). To complement this research, a questionnaire based on the Fennema-Sherman scale, examined student attitude towards mathematics. Using a nationally representative sample of 304 students, this questionnaire examined students‘ interest in mathematics and their willingness to engage in it including attitudes, emotions and self-related beliefs. The data was analysed for all students and also for students grouped by gender and prior achievement. The motivation in this study came from the author‘s personal experience of teaching first year students. The author has observed, just as national research has shown (Smyth et al. 2004), that students repeatedly demonstrate difficulty in mathematical topics that overlap sixth class and first year, and many students fail to make sufficient academic progress during first year. This research study established a statistically significant dip, more pronounced than any international study of the transition in mathematics, in student performance across the transition. On average, students‘ raw scores decrease by 7% from sixth class to first year despite an additional year of instruction. The results show statistically significant losses in each strand area and in each process skill. A component analysis of student academic performance at the end of first year of post-primary school showed consistent poor performance and statistically significant female underperformance in each strand area and each process skill. The results of this study show high levels of student engagement, motivation and positive self-belief in mathematics. This study also highlights a gender disparity in mathematics self-beliefs, particularly in relation to self-efficacy, self-concept and anxiety. The author compared academic performance with questionnaire responses and found students demonstrated high levels of motivation irrespective of performance. In addition, questions with the strongest correlations to performance are those relating to mathematics self-concept and anxiety.

Advisors/Committee Members: Fitzmaurice, Olivia, O'Donoghue, John, EPI-STEM - National Centre for STEM Education.

Subjects/Keywords: mathematics; post-primary school; student engagement; performance

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APA (6^th Edition):

Ryan, V. (2018). Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/7060

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

Chicago Manual of Style (16^th Edition):

Ryan, Veronica. “Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland.” 2018. Thesis, University of Limerick. Accessed January 22, 2021. http://hdl.handle.net/10344/7060.

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

MLA Handbook (7^th Edition):

Ryan, Veronica. “Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland.” 2018. Web. 22 Jan 2021.

Vancouver:

Ryan V. Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland. [Internet] [Thesis]. University of Limerick; 2018. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10344/7060.

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

Council of Science Editors:

Ryan V. Making the transition: a student‘s mathematical journey from primary to post-primary school in Ireland. [Thesis]. University of Limerick; 2018. Available from: http://hdl.handle.net/10344/7060

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

University of Georgia

14. Ko, Insun. The impact of rubric use in elementary general music.

Degree: 2015, University of Georgia

URL: http://hdl.handle.net/10724/31451

► The purpose of the study was to determine if the use of a teacher-authored rubric improves elementary students’ comprehension and retention of material related to… (more)

Subjects/Keywords: Music education; Rubrics, Retention; Student Achievement; Performance

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APA (6^th Edition):

Ko, I. (2015). The impact of rubric use in elementary general music. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/31451

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

Chicago Manual of Style (16^th Edition):

Ko, Insun. “The impact of rubric use in elementary general music.” 2015. Thesis, University of Georgia. Accessed January 22, 2021. http://hdl.handle.net/10724/31451.

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

MLA Handbook (7^th Edition):

Ko, Insun. “The impact of rubric use in elementary general music.” 2015. Web. 22 Jan 2021.

Vancouver:

Ko I. The impact of rubric use in elementary general music. [Internet] [Thesis]. University of Georgia; 2015. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10724/31451.

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

Council of Science Editors:

Ko I. The impact of rubric use in elementary general music. [Thesis]. University of Georgia; 2015. Available from: http://hdl.handle.net/10724/31451

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

North Carolina State University

15. Spiggle, Jo Anne Blackmon. Relationship Between Teacher Performance and Student Growth Outcomes in a School District in North Carolina's Public Schools' Fifth Grades.

Degree: EdD, Occupational Education, 2003, North Carolina State University

URL: http://www.lib.ncsu.edu/resolver/1840.16/3089

► The purpose of this study was to investigate the relationship between the teaching performance of 5th-grade teachers and student achievement growth in 5th-grade reading and… (more)

▼ The purpose of this study was to investigate the relationship between the teaching performance of 5th-grade teachers and student achievement growth in 5th-grade reading and mathematics. Using the classroom as the unit of analysis, the entire population of fifty-three 5th-grade teachers and their students were included. The students' class average achievement growth scores in reading and in mathematics were measured by standardized North Carolina End-Of-Grade Tests, and the student class average growth scores were determined by comparing the class mean of the students' scores in each teacher's 5th-grade class with the class mean of the same students' scores on the 4th-grade end-of-grade tests in reading and mathematics. The teachers' classroom performance was measured by the North Carolina Teacher Performance Appraisal Instrument (NCTPAI) rating scale. Ratings on the first five functions of the NCTPAI were included in the study. These items are (a) Management of Instructional Time, (b) Management of Student Behavior, (c) Instructional Presentation, (d) Instructional Monitoring, and (e) Instructional Feedback. For the teachers, data were also collected on type of license and years of teaching experience. The data were analyzed using Pearson product-moment correlation, point biserial correlation, and regression. Stepwise selection results showed the best overall significant predictor of students' mathematics improvement to be Function 3: Instructional Presentation. This model accounted for 11% of the variance in students' improved class average achievement growth in mathematics. A four variable model showed a combination of Function 1: Management of Instructional Time, Function 2: Management of Student Behavior, Teachers' Years of Experience, and Teachers' Type of License to be the best overall predictor for improved students' class average achievement growth in reading. This model accounted for 23% of the variance in students' improved class average achievement in reading. Additional research is needed to validate and expand upon these findings. Advisors/Committee Members: Dr. Barbara M. Kirby, Committee Member (advisor), Dr. Dewey A. Adams, Committee Co-Chair (advisor), Dr. Michael E. Ward, Committee Member (advisor), Dr. James L. Flowers, Committee Co-Chair (advisor).

Subjects/Keywords: teacher performance; student performance; student achievement

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APA (6^th Edition):

Spiggle, J. A. B. (2003). Relationship Between Teacher Performance and Student Growth Outcomes in a School District in North Carolina's Public Schools' Fifth Grades. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3089

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

Chicago Manual of Style (16^th Edition):

Spiggle, Jo Anne Blackmon. “Relationship Between Teacher Performance and Student Growth Outcomes in a School District in North Carolina's Public Schools' Fifth Grades.” 2003. Thesis, North Carolina State University. Accessed January 22, 2021. http://www.lib.ncsu.edu/resolver/1840.16/3089.

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

MLA Handbook (7^th Edition):

Spiggle, Jo Anne Blackmon. “Relationship Between Teacher Performance and Student Growth Outcomes in a School District in North Carolina's Public Schools' Fifth Grades.” 2003. Web. 22 Jan 2021.

Vancouver:

Spiggle JAB. Relationship Between Teacher Performance and Student Growth Outcomes in a School District in North Carolina's Public Schools' Fifth Grades. [Internet] [Thesis]. North Carolina State University; 2003. [cited 2021 Jan 22]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3089.

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

Council of Science Editors:

Spiggle JAB. Relationship Between Teacher Performance and Student Growth Outcomes in a School District in North Carolina's Public Schools' Fifth Grades. [Thesis]. North Carolina State University; 2003. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3089

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

Syracuse University

16. Srinivas, Kalpana. The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University.

Degree: PhD, Instructional Design, Development and Evaluation, 2012, Syracuse University

URL: https://surface.syr.edu/idde_etd/57

► Concurrent enrollment programs (CEPs) are an important source of academic preparation for high school students. Along with Advanced Placement and International Baccalaureate, CEPs allow… (more)

▼ Concurrent enrollment programs (CEPs) are an important source of academic preparation for high school students. Along with Advanced Placement and International Baccalaureate, CEPs allow students to challenge themselves in high school and prepare for the rigor of college. Many researchers and practitioners have claimed that, when high school students participate in such programs, they become more successful in college, having better retention rates and better grades. Based upon their knowledge about the many students who have participated in CEPs, Marshal and Andrews (2002) note that "there is scarcity of research on dual credit aka concurrent enrollment programs." The claims for the effectiveness of CEPs must be substantiated. Syracuse University's concurrent enrollment program, Project Advance (PA), was implemented in 1972 at the request of six local Syracuse high schools. The current study is an empirical investigation of the effects of student participation in Syracuse University Project Advance (SUPA) and/or Advanced Placement (AP) on desired student outcomes such as persistence and performance, determined as follows: 1. Persistence: a. Short-term persistence i. Student dropout in the first year of college; ii. Student dropout in the second year of college b. Long-term persistence i. Student graduation in four years ii. Student graduation in six years 2. Performance: a. College readiness i. Student performance in subsequent courses on the main Syracuse University campus. b. College performance i. First year cumulative grade point average (freshman GPA) ii. Fourth year cumulative grade point average (degree GPA) The sample consists of Syracuse University undergraduates (23,398) from fall 1997 to fall 2008, both inclusive. Students who participated in SUPA and AP in high school are tracked by college enrollment and completion, and then compared with their peers of similar demographics and achievement who had not taken such courses. This study attempts to evaluate the effect of both AP and SUPA on college persistence and performance, with and without controlling for confounding variables such as demographic, financial need, and precollege entry student characteristics. The researcher also examined other significant determinants of persistence and whether the effects varied by gender, race/ethnicity, and socioeconomic status. The effects were examined using statistical tests for differences in means as well as multiple regression analysis. The findings of this study were mixed. No cause and effect claims were made, as this is a correlational study. Regarding short-term persistence, the findings were in favor of both AP and SUPA. Regarding long-term persistence and performance (cumulative GPA for the first and fourth year), the findings were in favor of AP. When student performance in the subsequent course was examined, participation in SUPA… Advisors/Committee Members: Gerald S. Edmonds.

Subjects/Keywords: Concurrent enrollment; Dual credit; Project Advance; Student performance; Student persistence; Education

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APA (6^th Edition):

Srinivas, K. (2012). The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/idde_etd/57

Chicago Manual of Style (16^th Edition):

Srinivas, Kalpana. “The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University.” 2012. Doctoral Dissertation, Syracuse University. Accessed January 22, 2021. https://surface.syr.edu/idde_etd/57.

MLA Handbook (7^th Edition):

Srinivas, Kalpana. “The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University.” 2012. Web. 22 Jan 2021.

Vancouver:

Srinivas K. The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University. [Internet] [Doctoral dissertation]. Syracuse University; 2012. [cited 2021 Jan 22]. Available from: https://surface.syr.edu/idde_etd/57.

Council of Science Editors:

Srinivas K. The Effect of Participation in Syracuse University Project Advance and Advanced Placement on Persistence and Performance at a Four-Year Private University. [Doctoral Dissertation]. Syracuse University; 2012. Available from: https://surface.syr.edu/idde_etd/57

University of Georgia

17. Johnson, Bethany Jodean. An action research study examining the results of student preparation, performance and perception when altering learning tools in a flipped classroom.

Degree: 2016, University of Georgia

URL: http://hdl.handle.net/10724/36190

► An action research design was used to determine preparation levels and performance of students in my Introduction to Sociology class when altering class preparation tools.… (more)

Subjects/Keywords: Flipped Classroom; Action Research; Student Preparation; Student Performance; Learning Tools

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APA (6^th Edition):

Johnson, B. J. (2016). An action research study examining the results of student preparation, performance and perception when altering learning tools in a flipped classroom. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36190

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

Chicago Manual of Style (16^th Edition):

Johnson, Bethany Jodean. “An action research study examining the results of student preparation, performance and perception when altering learning tools in a flipped classroom.” 2016. Thesis, University of Georgia. Accessed January 22, 2021. http://hdl.handle.net/10724/36190.

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

MLA Handbook (7^th Edition):

Johnson, Bethany Jodean. “An action research study examining the results of student preparation, performance and perception when altering learning tools in a flipped classroom.” 2016. Web. 22 Jan 2021.

Vancouver:

Johnson BJ. An action research study examining the results of student preparation, performance and perception when altering learning tools in a flipped classroom. [Internet] [Thesis]. University of Georgia; 2016. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10724/36190.

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

Council of Science Editors:

Johnson BJ. An action research study examining the results of student preparation, performance and perception when altering learning tools in a flipped classroom. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/36190

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

Universidade Federal da Bahia

18. Agnes Eliane Leimann Illescas. Motivação e prática musical: uma investigação sobre o estudo cotidiano do piano por crianças.

Degree: 2008, Universidade Federal da Bahia

URL: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1948

►

Esta pesquisa tem como objetivo principal a investigação dos processos motivacionais intrínsecos e extrínsecos que norteiam a aprendizagem pianística, a partir da análise das práticas… (more)

▼

Esta pesquisa tem como objetivo principal a investigação dos processos motivacionais intrínsecos e extrínsecos que norteiam a aprendizagem pianística, a partir da análise das práticas de estudo diário do instrumento vivenciadas pelos alunos de piano dentro e fora da sala de aula. A metodologia escolhida para o desenvolvimento desta pesquisa foi o estudo multicasos, onde foram realizadas entrevistas com seis alunos, divididos em dois grupos, e seus respectivos professores, além dos pais ou responsáveis, procurando levantar dados de forma a trazer o máximo de informações sobre hábitos e contextos de estudo domiciliar e escolar. A principal justificativa está na idéia de que o aprofundamento de questões que envolvem a performance no piano e motivação para o estudo, podem contribuir para o reconhecimento de processos significativos de ensino, além de processos para o conhecimento vinculados à realização da prática musical. Diante disso, após a análise dos dados da investigação pode-se apresentar como resultados a confirmação de que a motivação para o estudo do piano é parte fundamental do aprendizado e que se configura por meio de fatores diversos como o interesse no programa a ser executado, os procedimentos da condução docente, a participação dos pais/responsáveis no acompanhamento e incentivo ao estudo, o ambiente de estudo, a auto-estima e o gerenciamento das metas. De modo geral os dados apontaram para a conclusão de que a motivação intrínseca é o fator fundamental para a persistência na prática musical dos participantes, enquanto que os processos de motivação extrínsecos não foram significativos no contexto estudado.

The main objective of this research is the investigation of intrinsic and extrinsic motivational processes which guide the piano process of learning, starting from the analysis of the daily study practices of the instrument experienced by piano students inside and outside the classroom. The chosen methodology for the development of this research was the multiple case study, in which interviews were conducted with six students, divided into two groups, and their teachers, in addition to parents or guardians. Data was collected in order to gather as much information as possible about home and school studying habits and contexts. Basically, the main reason is the idea that deepening the knowledge in issues involving piano performance and studying motivation can contribute for the recognition of significant educational processes, as well as processes linked to the achievement of musical practices. Therefore, after analysing research data, results show the confirmation that motivation for piano studying is a fundamental part of the learning process and it is set through various factors such as the interest in the syllabus being carried out, the procedures of the teacher, the participation of parents / guardians in monitoring and encouraging the studies, the environment of study, selfesteem and goals management. As general rule, data pointed to the conclusion that intrinsic motivation is the key factor to…

Advisors/Committee Members: Diana Santiago da Fonseca, Ana Cristina Gama dos Santos Tourinho, Orlando Cezar Fraga, Rosane Cardoso de Araújo.

Subjects/Keywords: motivação; aluno; piano; performance; educação musical; motivation; student; piano; performance.; MUSICA

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APA (6^th Edition):

Illescas, A. E. L. (2008). Motivação e prática musical: uma investigação sobre o estudo cotidiano do piano por crianças. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1948

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

Chicago Manual of Style (16^th Edition):

Illescas, Agnes Eliane Leimann. “Motivação e prática musical: uma investigação sobre o estudo cotidiano do piano por crianças.” 2008. Thesis, Universidade Federal da Bahia. Accessed January 22, 2021. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1948.

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

MLA Handbook (7^th Edition):

Illescas, Agnes Eliane Leimann. “Motivação e prática musical: uma investigação sobre o estudo cotidiano do piano por crianças.” 2008. Web. 22 Jan 2021.

Vancouver:

Illescas AEL. Motivação e prática musical: uma investigação sobre o estudo cotidiano do piano por crianças. [Internet] [Thesis]. Universidade Federal da Bahia; 2008. [cited 2021 Jan 22]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1948.

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

Council of Science Editors:

Illescas AEL. Motivação e prática musical: uma investigação sobre o estudo cotidiano do piano por crianças. [Thesis]. Universidade Federal da Bahia; 2008. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=1948

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

University of Newcastle

19. Powell, Marilyn. Work motivations as predictors of academic, clinical and career choice satisfaction in medical students.

Degree: PhD, 2009, University of Newcastle

URL: http://hdl.handle.net/1959.13/44632

►

Research Doctorate - Doctor of Philosophy (PhD)

Understanding and predicting human behaviour and subsequent performance constitutes a large part of organisational literature and at the… (more)

▼

Research Doctorate - Doctor of Philosophy (PhD)

Understanding and predicting human behaviour and subsequent performance constitutes a large part of organisational literature and at the heart of organisational behaviour lies human motivation. Work motivation, which has been previously demonstrated to be predictive of work performance, job satisfaction, organisational commitment and longevity in a role is applied to a new context in this study, that of the selection and training of future medical doctors. The application of work motivations to the medical role is contextualised within the ongoing medical selection debate, where current approaches to recognising and selecting the best applicants to be future doctors are critically evaluated. Here, cognitive testing (including academic marks and aptitude testing) which is used as the primary method for medical selection, has been found to be moderately predictive of academic performance, but poorly predictive of clinical performance and later practitioner performance and satisfaction. Research efforts to further define personal attributes associated with good student outcomes have revealed a plethora of traits, with the Conscientiousness dimension of the ‘Big 5 traits’ achieving high levels of predictive validity. However, while a strong predictor of academic performance, it also has been unable to predict clinical performance in medical students. Therefore, while current selection methods have been demonstrated to be moderately effective, predictors of clinical performance and practitioner satisfaction are poorly covered in the research. Additionally, the medical literature reveals a significant gap in understanding and applying current motivation research to the prediction of medical student outcomes. This study addressed the research question of whether specific clusters of work motivations may be predictive of clinical and academic performance outcomes and career choice satisfaction in medical students. It also trialled a work motivational screening instrument for its capability to identify complex sets of motivations associated with medical school performance and for its validity for use with both applicants to medical school and existing medical students. The results of the study have demonstrated that specific clusters of work motivation patterns do exist in medical students which are able to predict both good and poor performance in clinical and academic areas and career choice satisfaction. Additionally, the instrument (inventory for Work Attitudes and Motivations) has been found to be a valid instrument to identify and measure work motivations in both medical school applicants and medical students. The identified critical Work Motivations for each of the outcome areas are discussed and applied to medical selection, education and practice, including offering specific advice to medical educators on how to coach students in critical motivations that impact upon student outcomes. Overall, this study has demonstrated that a more targeted testing of specific…

Advisors/Committee Members: University of Newcastle. Faculty of Health, School of Biomedical Sciences and Pharmacy.

Subjects/Keywords: motivation; medical students; academic performance; clinical performance; medical student selection procedures

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APA (6^th Edition):

Powell, M. (2009). Work motivations as predictors of academic, clinical and career choice satisfaction in medical students. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/44632

Chicago Manual of Style (16^th Edition):

Powell, Marilyn. “Work motivations as predictors of academic, clinical and career choice satisfaction in medical students.” 2009. Doctoral Dissertation, University of Newcastle. Accessed January 22, 2021. http://hdl.handle.net/1959.13/44632.

MLA Handbook (7^th Edition):

Powell, Marilyn. “Work motivations as predictors of academic, clinical and career choice satisfaction in medical students.” 2009. Web. 22 Jan 2021.

Vancouver:

Powell M. Work motivations as predictors of academic, clinical and career choice satisfaction in medical students. [Internet] [Doctoral dissertation]. University of Newcastle; 2009. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1959.13/44632.

Council of Science Editors:

Powell M. Work motivations as predictors of academic, clinical and career choice satisfaction in medical students. [Doctoral Dissertation]. University of Newcastle; 2009. Available from: http://hdl.handle.net/1959.13/44632

20. Farnum, Craig S. The Effectiveness of Innovative Counselor-led Academic Program (ICLAP) on Student Academic Performance.

Degree: 2015, University of Nevada – Reno

URL: http://hdl.handle.net/11714/2473

► This study evaluated whether Innovative Counselor-led Academic Program (ICLAP) could improve student academic performance. ICLAP was a classroom guidance curriculum designed by the researcher to… (more)

▼ This study evaluated whether Innovative Counselor-led Academic Program (ICLAP) could improve student academic performance. ICLAP was a classroom guidance curriculum designed by the researcher to address the gap in the literature for a school counselor-led classroom guidance curriculum that targeted academic performance. ICLAP consisted of five lessons that first identified specific behaviors related to academic performance at a specific school and then guided students through a process of self-assessment, goal setting, and program development. The curriculum was linked to thirteen ASCA student competencies (ASCA, 2005). The Leader-Detractor (L-D) scale (Carkhuff, 1968) was central to ICLAP as a tool for school counselors to teach and measure the learning of the skills. The research design was a quasi-experimental pre-test/post-test comparison. Dependent variables included: grades, student self-assessment ratings on the L-D scale, teacher ratings of students on the L-D scale, and School Social Behavior Scale-II (Merrell, 2002) scores. Seventy-nine first year high school students participated in the five-week ICLAP curriculum and twenty-nine students participated in an active comparison group. The comparison group received an alternative curriculum focused on ASCA career competencies. For the intervention group, student self-assessed L-D ratings, teacher rated L-D scores, and SSBS-II scores improved at post-test. Grades did not improve. There were no changes measured in the comparison group for grades or SSBS-II scores. It was concluded that students increased their academic performance as a result of participation in ICLAP. While more research was warranted, it was suggested that ICLAP could be an important contribution for school counselors seeking to demonstrate their effectiveness to stakeholders. Advisors/Committee Members: Harrison, Thomas C. (advisor), D'Andrea, Livida (committee member), Constantino, Nora (committee member), Miltenberger, Patricia (committee member), DeFlorio, Lydia (committee member).

Subjects/Keywords: Academic; ASCA competencies; ICLAP; Performance; school counselor; Student performance

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APA (6^th Edition):

Farnum, C. S. (2015). The Effectiveness of Innovative Counselor-led Academic Program (ICLAP) on Student Academic Performance. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/2473

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

Chicago Manual of Style (16^th Edition):

Farnum, Craig S. “The Effectiveness of Innovative Counselor-led Academic Program (ICLAP) on Student Academic Performance.” 2015. Thesis, University of Nevada – Reno. Accessed January 22, 2021. http://hdl.handle.net/11714/2473.

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

MLA Handbook (7^th Edition):

Farnum, Craig S. “The Effectiveness of Innovative Counselor-led Academic Program (ICLAP) on Student Academic Performance.” 2015. Web. 22 Jan 2021.

Vancouver:

Farnum CS. The Effectiveness of Innovative Counselor-led Academic Program (ICLAP) on Student Academic Performance. [Internet] [Thesis]. University of Nevada – Reno; 2015. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/11714/2473.

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

Council of Science Editors:

Farnum CS. The Effectiveness of Innovative Counselor-led Academic Program (ICLAP) on Student Academic Performance. [Thesis]. University of Nevada – Reno; 2015. Available from: http://hdl.handle.net/11714/2473

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

Liberty University

21. Reyes, Helen. The Relationship Between University Nursing Student Classroom Engagement Activities and Academic Performance.

Degree: 2007, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/53

► Academia is struggling to meet an increasing nursing shortage with limited resources; therefore, student success is paramount in any university nursing program. Research data suggests… (more)

Subjects/Keywords: engagement; CLASSE; university student; nursing student; academic performance; Education, Curriculum and Instruction

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APA (6^th Edition):

Reyes, H. (2007). The Relationship Between University Nursing Student Classroom Engagement Activities and Academic Performance. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/53

Chicago Manual of Style (16^th Edition):

Reyes, Helen. “The Relationship Between University Nursing Student Classroom Engagement Activities and Academic Performance.” 2007. Doctoral Dissertation, Liberty University. Accessed January 22, 2021. http://digitalcommons.liberty.edu/doctoral/53.

MLA Handbook (7^th Edition):

Reyes, Helen. “The Relationship Between University Nursing Student Classroom Engagement Activities and Academic Performance.” 2007. Web. 22 Jan 2021.

Vancouver:

Reyes H. The Relationship Between University Nursing Student Classroom Engagement Activities and Academic Performance. [Internet] [Doctoral dissertation]. Liberty University; 2007. [cited 2021 Jan 22]. Available from: http://digitalcommons.liberty.edu/doctoral/53.

Council of Science Editors:

Reyes H. The Relationship Between University Nursing Student Classroom Engagement Activities and Academic Performance. [Doctoral Dissertation]. Liberty University; 2007. Available from: http://digitalcommons.liberty.edu/doctoral/53

Virginia Commonwealth University

22. Stringer, JK, IV. Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study.

Degree: PhD, Education, 2018, Virginia Commonwealth University

URL: https://doi.org/10.25772/2S4F-J568 ; https://scholarscompass.vcu.edu/etd/5579

► Students’ academic self-concepts (ASC) and their orientation towards self-regulated learning are important elements of success. Despite this fact, little work has been conducted exploring… (more)

▼ Students’ academic self-concepts (ASC) and their orientation towards self-regulated learning are important elements of success. Despite this fact, little work has been conducted exploring these areas medical students. Given the shifting priorities of medical education toward competency-based education and self-directed learning, the goals of this study were to validate an existing measure of ASC and to improve our measurement capabilities for understanding the Master Adaptive Learner (MAL). Evidence for validity and scale reliability was collected for the ASCS with this novel population and a range of motivational and self-regulative variables (Goal orientation, academic emotion regulation, and lifelong learning) were analyzed and reduced to produce a single scale for MAL. Surveys were administered to 203 medical students at an urban, Mid-Atlantic medical school and students’ grades were linked to survey responses. Results of a confirmatory factor analysis indicated that the original factor structure was not a good fit to the data for the current data. An exploratory factor analysis (EFA) was conducted to identify which structure fit better, and while a three-factor structure was produced, only one factor met reliability standards. This factor, confidence, was merged with items from the other surveys, and reliability scores for a composite MAL scale were identified. Based on these findings and the result of an EFA, the total item pool was reduced from 83 to 25. These 25 items discriminated between two clusters of students: MALs and others. Students’ membership in the MAL cluster predicted greater performance on the first exam in medical school, but not on any other grade outcomes. These results provide early evidence for the continued study of MAL and motivation in medical school, which will help researchers and curriculum designers support the development of future physicians. Advisors/Committee Members: Sharon Zumbrunn, Michael Broda, Kurt Stemhagen, Paul Mazmanian, Moshe Feldman.

Subjects/Keywords: Academic Self-Concept; Master Adaptive Learning; Medical Education; Motivation; Student Performance; Student Beliefs; Educational Psychology

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APA (6^th Edition):

Stringer, JK, I. (2018). Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/2S4F-J568 ; https://scholarscompass.vcu.edu/etd/5579

Chicago Manual of Style (16^th Edition):

Stringer, JK, IV. “Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study.” 2018. Doctoral Dissertation, Virginia Commonwealth University. Accessed January 22, 2021. https://doi.org/10.25772/2S4F-J568 ; https://scholarscompass.vcu.edu/etd/5579.

MLA Handbook (7^th Edition):

Stringer, JK, IV. “Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study.” 2018. Web. 22 Jan 2021.

Vancouver:

Stringer, JK I. Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2018. [cited 2021 Jan 22]. Available from: https://doi.org/10.25772/2S4F-J568 ; https://scholarscompass.vcu.edu/etd/5579.

Council of Science Editors:

Stringer, JK I. Academic Self-Concept and Master Adaptive Learning in First Year Medical Students: A Validation and Scale Construction Study. [Doctoral Dissertation]. Virginia Commonwealth University; 2018. Available from: https://doi.org/10.25772/2S4F-J568 ; https://scholarscompass.vcu.edu/etd/5579

University of Illinois – Chicago

23. Osborn, Megan B. Ranking Practice Variability in the Medical Student Performance Evaluation.

Degree: 2016, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/20231

► The Medical Student Performance Evaluation (MSPE) is an assessment of a student’s performance during medical school. There is great variability in the composition and format… (more)

Subjects/Keywords: Medical Student Performance Evaluation; Undergraduate Medical Education; Residency Admissions; Medical Student Assessment

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APA (6^th Edition):

Osborn, M. B. (2016). Ranking Practice Variability in the Medical Student Performance Evaluation. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20231

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

Chicago Manual of Style (16^th Edition):

Osborn, Megan B. “Ranking Practice Variability in the Medical Student Performance Evaluation.” 2016. Thesis, University of Illinois – Chicago. Accessed January 22, 2021. http://hdl.handle.net/10027/20231.

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

MLA Handbook (7^th Edition):

Osborn, Megan B. “Ranking Practice Variability in the Medical Student Performance Evaluation.” 2016. Web. 22 Jan 2021.

Vancouver:

Osborn MB. Ranking Practice Variability in the Medical Student Performance Evaluation. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10027/20231.

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

Council of Science Editors:

Osborn MB. Ranking Practice Variability in the Medical Student Performance Evaluation. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20231

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

University of Illinois – Urbana-Champaign

24. Wherfel, Quentin M. Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction.

Degree: PhD, Special Education, 2018, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/101702

► Over 61% of students with disabilities ages 6 through 21 are educated in general education settings for more than 80% of the school day (U.S.… (more)

▼ Over 61% of students with disabilities ages 6 through 21 are educated in general education settings for more than 80% of the school day (U.S. Department of Education, 2017). In light of this, collaborative models of teaching between general and special educators are being utilized to meet the diverse needs of learners, including those with disabilities. Evidence supporting the influence of co-teaching for increasing student performance is inconclusive and most studies have used pre/posttest designs, discipline records, attendance and course grades as dependent measures for examining outcomes. It also is important to compare student performance in co-taught and solo-taught settings, in particular by direct observation of how students respond to teaching practices in classrooms. The purpose of this exploratory observational study was to investigate levels of student engagement, occurrence of challenging behaviors and verbal interactions for 9 students with high-incidence disabilities in co-taught and solo-taught settings. In addition the supports classroom teachers provided were examined. Over 2300 minutes or 7022 intervals of observation data were gathered on the target students using the Student Observation Instrument (SOI), a web-based observation tool. Initial analysis indicated statistically significant results for engagement, challenging behavior and teacher supports. Follow-up analyses using multilevel modeling indicated that co-taught settings were a predictor of higher levels of student engagement and teacher supports, and lower levels of challenging behaviors. Differences in the occurrence and duration of interactions were not found. This study has direct implications for teachers and administrators about the implementation of co-teaching and the importance of student response (engagement, interactions and behavior) and teacher support for instruction. It also has implications for researchers interested in studying student response to instruction in co-taught settings. Recommendations for future research are discussed. Advisors/Committee Members: Monda-Amaya, Lisa E. (advisor), Monda-Amaya, Lisa E. (Committee Chair), Lubienski, Sarah (committee member), Israel, Maya (committee member), Shriner, James G. (committee member).

Subjects/Keywords: Co-teaching; Student performance; Student engagement; Verbal interactions, Teacher supports; Direct observation

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APA (6^th Edition):

Wherfel, Q. M. (2018). Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101702

Chicago Manual of Style (16^th Edition):

Wherfel, Quentin M. “Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 22, 2021. http://hdl.handle.net/2142/101702.

MLA Handbook (7^th Edition):

Wherfel, Quentin M. “Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction.” 2018. Web. 22 Jan 2021.

Vancouver:

Wherfel QM. Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/2142/101702.

Council of Science Editors:

Wherfel QM. Determining the effects of co-teaching for students with disabilities: an examination of student learning and classroom instruction. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101702

University of Texas – Austin

25. Glaser, Erika. Engaging underprepared community college students : practices leading to increased outcomes.

Degree: PhD, Educational Administration, 2011, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2011-05-2983

► In order to close the achievement gaps between traditionally underserved groups and their peers, institutions of higher education must make developmental education a priority by… (more)

▼ In order to close the achievement gaps between traditionally underserved groups and their peers, institutions of higher education must make developmental education a priority by implementing college-wide strategies inside and outside the classroom to help underprepared students succeed. Since community colleges offer educational opportunities to anyone seeking to further their education, and hence serve the majority of underprepared college students, it is difficult to overstate the importance of assessing and strengthening the quality of educational practices for developmental students at these institutions. Assessing the extent to which underprepared college students are actively engaged in meaningful educational experiences, and the relationship between engagement and student outcomes, will help college leaders and policymakers implement research proven engagement strategies to help a population of students that has been historically underserved attain academic success and reap the societal and economic benefits of higher education. Relationships between engagement and three critical outcomes for underprepared college students were investigated: developmental sequence completion, subsequent college-level course performance, and attainment. Similar to studies conducted on the four-year sector, the present study found similar effects of engagement on developmental students attending community colleges. While generally having a positive effect on outcomes, engagement has been proven to have compensatory effects for students which have been typically underserved including minority, nontraditional age, and first-generation students. The present study found that the impact of engagement varies according to student characteristics and level of developmental course need and subject area. Further, the study suggests that certain types of engagement can have greater influence on students which characteristically are least likely to earn a college degree. Advisors/Committee Members: Roueche, John E. (advisor), Bumphus, Walter G. (committee member), Cantú, Norma (committee member), McClenney, Kay (committee member), Saenz, Victor (committee member).

Subjects/Keywords: Student engagement; Developmental education; Community colleges; Achievement gaps; Student performance; Higher education

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APA (6^th Edition):

Glaser, E. (2011). Engaging underprepared community college students : practices leading to increased outcomes. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-2983

Chicago Manual of Style (16^th Edition):

Glaser, Erika. “Engaging underprepared community college students : practices leading to increased outcomes.” 2011. Doctoral Dissertation, University of Texas – Austin. Accessed January 22, 2021. http://hdl.handle.net/2152/ETD-UT-2011-05-2983.

MLA Handbook (7^th Edition):

Glaser, Erika. “Engaging underprepared community college students : practices leading to increased outcomes.” 2011. Web. 22 Jan 2021.

Vancouver:

Glaser E. Engaging underprepared community college students : practices leading to increased outcomes. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2011. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2983.

Council of Science Editors:

Glaser E. Engaging underprepared community college students : practices leading to increased outcomes. [Doctoral Dissertation]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-2983

26. 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)

Subjects/Keywords: School culture; Academic Performance; Student Identity; Student achievement; Academic achievement; school identity; Social Sciences; Samhällsvetenskap

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APA (6^th 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 (16^th Edition):

Sowid, Sarah. “The Connection Between School Culture and Academic Performance.” 2019. Thesis, Malmö University. Accessed January 22, 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 (7^th Edition):

Sowid, Sarah. “The Connection Between School Culture and Academic Performance.” 2019. Web. 22 Jan 2021.

Vancouver:

Sowid S. The Connection Between School Culture and Academic Performance. [Internet] [Thesis]. Malmö University; 2019. [cited 2021 Jan 22]. 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

Virginia Tech

27. Wheeler, John Francis. A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

URL: http://hdl.handle.net/10919/46979

► The purpose of this study is to examine how a change of facilities from a modern school building designed for educating middle school students, sixth… (more)

Subjects/Keywords: school facility; middle school; student measures of performance; student achievement; influence of the school facility

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APA (6^th Edition):

Wheeler, J. F. (2014). A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/46979

Chicago Manual of Style (16^th Edition):

Wheeler, John Francis. “A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices.” 2014. Doctoral Dissertation, Virginia Tech. Accessed January 22, 2021. http://hdl.handle.net/10919/46979.

MLA Handbook (7^th Edition):

Wheeler, John Francis. “A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices.” 2014. Web. 22 Jan 2021.

Vancouver:

Wheeler JF. A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10919/46979.

Council of Science Editors:

Wheeler JF. A Study of the Effect of a Change of Facilities of a Middle School Population has on Teacher Instructional Practices. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/46979

University of South Africa

28. Anatsui, Denise Veronica. Adjustment issues and their effect on international undergraduate students : a case study in Ghana .

Degree: 2020, University of South Africa

URL: http://hdl.handle.net/10500/26350

► The phenomenon of students traversing the globe in search of higher education has increased over the past decade. They travel from every region of the… (more)

Subjects/Keywords: Academic level; Academic performance; Adjustment; Adjustment level; Anglophone student; Francophone student; Grade Point Average; International student; Selected Private University College; Undergraduate

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APA (6^th Edition):

Anatsui, D. V. (2020). Adjustment issues and their effect on international undergraduate students : a case study in Ghana . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26350

Chicago Manual of Style (16^th Edition):

Anatsui, Denise Veronica. “Adjustment issues and their effect on international undergraduate students : a case study in Ghana .” 2020. Doctoral Dissertation, University of South Africa. Accessed January 22, 2021. http://hdl.handle.net/10500/26350.

MLA Handbook (7^th Edition):

Anatsui, Denise Veronica. “Adjustment issues and their effect on international undergraduate students : a case study in Ghana .” 2020. Web. 22 Jan 2021.

Vancouver:

Anatsui DV. Adjustment issues and their effect on international undergraduate students : a case study in Ghana . [Internet] [Doctoral dissertation]. University of South Africa; 2020. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10500/26350.

Council of Science Editors:

Anatsui DV. Adjustment issues and their effect on international undergraduate students : a case study in Ghana . [Doctoral Dissertation]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/26350

University of Kansas

29. Comfort, Jared Michael. An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district.

Degree: EdD, Educational Leadership and Policy Studies, 2016, University of Kansas

URL: http://hdl.handle.net/1808/21988

► This dissertation is a mixed methods study of a mid-sized Kansas school district. It explores the relationship between a blended learning approach to instruction and… (more)

▼ This dissertation is a mixed methods study of a mid-sized Kansas school district. It explores the relationship between a blended learning approach to instruction and 5th grade student performance on Measures of Academic Progress (MAP) assessments in reading and mathematics. The objectives were to determine what a blended learning environment looked like, what relationship may exist between fall and spring MAP scores, and what relationships exist between spring MAP scores and time logged in Blackboard, the district Learning Management System. The results indicate that a blended learning environment is one in which teachers are able to spend time working with small groups or one-on-one with students while students are working in pairs or independently with and without technology to further their learning. The results also indicate that a statistically significant relationship exists between fall and spring math and reading MAP scores, and students in blended and non-blended 5th grade classrooms in this district performed at similarly statistically on spring MAP. An interesting and statistically significant relationship was found between increased student log in time in Blackboard and spring math MAP results. A similar relationship was not found between increased log in time in Blackboard and spring reading MAP results for students in blended classrooms in the district. A statistically significant difference was also found between teachers with more blended experience and math MAP student performance in spring. Students of teachers with more blended experience were found to have lower spring math MAP scores. At the same time, students of lower socio-economic status (free and reduced price lunch students) were found to have lower reading MAP scores than their full pay peers in spring. Policy and research implications are included and discussed. Advisors/Committee Members: Lee, Young-Jin (advisor), Twombly, Susan (cmtemember), White, Steven (cmtemember), DeLuca, Thomas (cmtemember), McEwen, Terry (cmtemember).

Subjects/Keywords: Educational leadership; Educational technology; blended learning; hybrid learning; instructional strategies; student learning; student outcomes; student performance

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

APA (6^th Edition):

Comfort, J. M. (2016). An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21988

Chicago Manual of Style (16^th Edition):

Comfort, Jared Michael. “An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district.” 2016. Doctoral Dissertation, University of Kansas. Accessed January 22, 2021. http://hdl.handle.net/1808/21988.

MLA Handbook (7^th Edition):

Comfort, Jared Michael. “An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district.” 2016. Web. 22 Jan 2021.

Vancouver:

Comfort JM. An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/1808/21988.

Council of Science Editors:

Comfort JM. An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/21988

Universidade do Rio Grande do Sul

30. Fuão, Anna Schumacher Eder. Performances de tempos e espaços na escola : um estudo com professoras da rede pública.

Degree: 2015, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/115953

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Esta dissertação trata sobre o modo como o currículo, o tempo, o espaço e a relação entre professor e aluno estão presentes na escola pública… (more)

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Esta dissertação trata sobre o modo como o currículo, o tempo, o espaço e a relação entre professor e aluno estão presentes na escola pública hoje e como as aulas de teatro se inserem nesse contexto. O trabalho parte dos estudos de Michel Foucault a respeito da constituição do sistema escolar como um sistema fechado e problematiza as suas possibilidades de escape, por intermédio do trabalho teatral. A partir disso, são utilizadas as práticas de quatro professoras para refletir a respeito da busca pelo rompimento dessa lógica fechada e estagnada em direção a um trabalho que é de outra ordem, que parte do coletivo, e que procura outras formas de utilização do espaço e do tempo escolar, ao mesmo tempo em que propõe uma relação diferenciada entre professor e aluno. Baseia-se nos Estudos da Performance para identificar a repetição e a ruptura dos elementos presentes no sistema escolar e para visualizar os espaços e os tempos intermediários capazes de criar com os alunos experiências subjetivas. Por intermédio de entrevistas e observações de aulas, apresentam-se os caminhos encontrados pelas entrevistadas para solucionar os impasses do cotidiano escolar no que diz respeito às limitações impostas pelo tempo e pelo espaço designado ao teatro na escola.

This dissertation deals with the way the curriculum, time, space, and the relationship between teacher and student are present in public schools today and how theatre lessons fit in this context. The work draws on Michel Foucault's studies on the constitution of the school system as a closed system, questioning the possibilities of escape through theatrical practice. From this, the practices of four teachers are used to reflect on the attempt to break with this closed and stagnant logic towards a work of another order, fundamented in the collective, seeking other ways to use the school space and time, and proposing a different relationship between teacher and student. This text is based on Performance Studies in order to identify the repetition of and break with elements present in the school system and to visualise the intermediate spaces and times which create subjective experiences with the students. Through interviews and classroom observations, we present the ways found by the interviewees to solve the dilemmas of school life with regard to restrictions imposed by the time and space assigned to theatre in schools.

Advisors/Committee Members: Icle, Gilberto.

Subjects/Keywords: Teatro; Theatre; Theatre pedagogy; Pedagogia; Currículo; Performance; Performance; School; Curriculum; Teacher and student

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Fuão, A. S. E. (2015). Performances de tempos e espaços na escola : um estudo com professoras da rede pública. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/115953

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

Chicago Manual of Style (16^th Edition):

Fuão, Anna Schumacher Eder. “Performances de tempos e espaços na escola : um estudo com professoras da rede pública.” 2015. Thesis, Universidade do Rio Grande do Sul. Accessed January 22, 2021. http://hdl.handle.net/10183/115953.

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

MLA Handbook (7^th Edition):

Fuão, Anna Schumacher Eder. “Performances de tempos e espaços na escola : um estudo com professoras da rede pública.” 2015. Web. 22 Jan 2021.

Vancouver:

Fuão ASE. Performances de tempos e espaços na escola : um estudo com professoras da rede pública. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2015. [cited 2021 Jan 22]. Available from: http://hdl.handle.net/10183/115953.

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

Council of Science Editors:

Fuão ASE. Performances de tempos e espaços na escola : um estudo com professoras da rede pública. [Thesis]. Universidade do Rio Grande do Sul; 2015. Available from: http://hdl.handle.net/10183/115953

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

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