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Title: Non-Academic Factors Contributing to the Academic Outcomes of Students in a Community College Developmental Education Program.
Creator: Ray, Kenneth Jr., Pisapia, John, Florida Atlantic University
Abstract/Description: The purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey...
Show moreThe purpose of this study is to identify the relationship of Social Cognitive Career Theory, student engagement, and academic outcomes of community college students emolled in developmental courses over one academic year. Through the combined use of Social Cognitive Career Theory (SCCT) and Student Engagement Theory, the researcher seeks to determine whether there are significant relationships between non-academic factors and academic success. An online version of the Community College Survey of Student Engagement in combination with a SCCT instrument was completed by 936 students. The collection of data involved a web based database program. An analysis of the data included descriptive and correlational methods to examine these relationships. The results of the study revealed that neither SCCT, nor engagement factors contributed to the students' grade point average (GPA) and persistence. Additionally, when moderated by contextual factors, SCCT and Engagement demonstrated no influence on students' final GPA and persistence during the period of study. The data provided no evidence for an academic outcome predictive model involving SCCT, engagement or contextual factors for community college developmental students.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000689
Subject Headings: Motivation in education, Community colleges--United States--Evaluation, Learning, Psychology of, Education, Higher--Social aspects--Evaluation
Format: Document (PDF)

Title: Instructional Leadership In High Schools: The Effects of Principals, Assistant Principals, and Department Heads on Student Achievement.
Creator: Todd, Tara Lynn, Bogotch, Ira, Florida Atlantic University
Abstract/Description: The purpose of the study was to examine the influence of instructional leadership on student achievement through the instructional leadership of principals, assistant principals and math department heads at the high school level. The Principal Instructional Management Rating Scale was used to quantify instructional leadership in ten different job functions. The research questions were as follows: 1. Can the instructional leadership of principals, assistant principals, and math department...
Show moreThe purpose of the study was to examine the influence of instructional leadership on student achievement through the instructional leadership of principals, assistant principals and math department heads at the high school level. The Principal Instructional Management Rating Scale was used to quantify instructional leadership in ten different job functions. The research questions were as follows: 1. Can the instructional leadership of principals, assistant principals, and math department heads be described at the high school level? 2. Whose instructional leadership has the greatest relationship to student achievement, principals, assistant principals, or math department heads? 3. Does team alignment in instructional leadership matter to student achievement? 4. Does socioeconomic status moderate the relationship between the job function and student achievement? Instructional leadership questionnaires were distributed to the principal, the assistant principal in charge of curriculum, and the math department head in all public high schools in five of the seven largest counties in Florida. The unit of study was the instructional leadership role linkage between the principal, the assistant principal, and the department head as it related to student achievement. The study found that (a) principals exhibit instructional leadership behaviors at a higher frequency than assistant principals and math department heads, (b) instructional leadership team alignment does not correlate to math achievement, and (c) principals' and assistant principals' behaviors correlate to math achievement, but math department heads do not. The study also found that student achievement is moderated by socioeconomic status. These findings suggest that the administrative setup in schools should be examined. The alignment of instructional leadership behaviors did not significantly correlate with student achievement; however, the correlation was positive in eight of the ten job functions. Differentiation of roles may be the key to understanding why alignment and achievement are positively correlated. Mixed method studies may also need to be used in future research, as this study contradicted other studies in the area of the department head's influence. Finally, the role of the department head should be studied in depth. This role may be the critical, yet indirect link to student achievement.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000715
Subject Headings: Motivation in education, Educational leadership, High school department heads--United States, School principals--United States
Format: Document (PDF)

Title: Factors that relate to the persistence of first-generation undergraduate students in a public university.
Creator: Thachil, Shoba Anne, Zainuddin, Hanizah, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors....
Show moreThis study examined factors that relate to the persistence of first-generation undergraduate students in a 4-year public university in the Southeastern United States. Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of Readiness for Entering Students-Intent) and CARES-A (College Assessment of Readiness for Entering Students-Actual/Achieved. Semistructured interviews were conducted with first-generation undergraduate persisters, administrators, and professors. There was no statistically significant difference in persistence between continuing-generation and first-generation students. None of the factors, with the exception of performance goals on CARES A, were found to relate to persistence. Significant positive correlations were found between persistence and residential status, a learning strategies course, gender, high school GPA, and first semester in college GPA. The learning communities program was not found to significantly relate to persistence. The CARES surveys were found to be weak for predicting persistence. There was no significant interaction between any of the factors, persistence, and first-generation and continuing-generation, except for performance goals on CARES I and self-efficacy on CARES A. Findings from the interviews indicated that self-efficacy was highly important to graduation. The students had clear academic and professional, learning, monetary, and social outcome expectations. Student performance goals varied in amount of time, use of learning strategies, and organizational tools. Of the organizational variables, academic and social integration positively impacted persistence. However, the participants wished to have had higher grades as freshmen, found the STEM courses tough, had no informal interaction with administrators or professors, and did not use office hours enough. Students spoke positively of institutional programs, clubs, services, and organizations such as Supplemental Instruction (SI), the Math Lab, and Writing Center. Administrators and professors expressed a need for more information and responsiveness to persistence factors. Persistence was not impeded by family, friends, or work, whereas financial issues were prevalent. Although demographic variables did not negatively impact persistence, exo and macrosystem factors beyond the doors of the university emerged. Recommendations and options are provided for further research and for the university to improve persistence.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004065
Subject Headings: Achievement in education, Children of immigrants -- Education -- United States, First generation college students -- United States, Motivation in education, School improvement programs
Format: Document (PDF)

Title: The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students.
Creator: Bottini, Cheryl L., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students...
Show moreThe purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students completed Grades 4, 5, and 6. Data were collected at three points: pretest, posttest1, and posttest 2. A series of multivariate analysis of covariance (MANCOVA) tests and univariate analyses were conducted to determine statistical significance between the treatment group and comparison group in self- regulation, school attendance, and test anxiety. Effect sizes using a partial eta square were calculated for each dependent variable. The results support the Student Success Skills (SSS) classroom program (Brigman & Webb, 2010) implemented by certified school counselors was documented.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004897, http://purl.flvc.org/fau/fd/FA00004897
Subject Headings: Motivation in education., Hispanic Americans--Education., Minority students--Social conditions., Minorities--Education--United States., Educational counseling., Academic achievement., Educational equalization., School improvement programs.
Format: Document (PDF)

Title: The impact of collegial peer coaching teacher training program upon Palm Beach County teachers' sense of self-efficacy.
Creator: Weil, Marion., Florida Atlantic University, Hunt, John J.
Abstract/Description: The Palm Beach County School District, FL, (District) has introduced collegial peer coaching as one element of staff development in making training more effective for school improvement in making training more effective for school improvement practices. The purpose of this research was to ascertain the effects of collegial peer coaching on teachers' perception of self-efficacy. Developing skills to improve student achievement is the goal of inservice training for teachers. Teacher efficacy...
Show moreThe Palm Beach County School District, FL, (District) has introduced collegial peer coaching as one element of staff development in making training more effective for school improvement in making training more effective for school improvement practices. The purpose of this research was to ascertain the effects of collegial peer coaching on teachers' perception of self-efficacy. Developing skills to improve student achievement is the goal of inservice training for teachers. Teacher efficacy requires practice and refinement in order for teachers to gain executive control over newly-learned strategies. No empirical evidence exists regarding the effects of collegial peer coaching on teacher behaviors. The Teacher Locus of Control Scale was administered in a two-group study to determine whether teachers' sense of self-efficacy was impacted significantly by involvement in collegial peer coaching, years of teaching experience, teaching grade level, or by geographic location (work site) in the District. The treatment group subjects (collegial peer coaches, n = 102) and control group subjects (teachers not involved in collegial peer coaching, n=102) were surveyed in a pre- and posttest application to test the hypotheses. Results of the study indicate that teachers' sense of self-efficacy is impacted significantly by collegial peer coaching and by geographic location within the District (p <.05). A significant interaction effect was found between collegial peer coaching status and teaching grade level (p <.05).
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12398
Subject Headings: Teachers--Training of--Florida--Palm Beach County, Mentoring in education--Florida--Palm Beach County, Teachers--Attitudes, Motivation in education--Florida--Palm Beach County
Format: Document (PDF)

Title: The Effects of Interactive Read-Alouds on the Reading Achievement of Middle Grade Reading Students in a Core Remedial Program.
Creator: Bishop Temple, Catherine, Crawley, Sharon J., Florida Atlantic University
Abstract/Description: The purpose of this study was to examine an effect of read-alouds on the reading achievement of middle grade students in a core intensive reading program in the School District of Palm Beach County, the fourth largest school district in Florida. This was accomplished conducting literature studies through read-alouds and sustained silent reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement to the READ XL® remedial program. Specifically, this study...
Show moreThe purpose of this study was to examine an effect of read-alouds on the reading achievement of middle grade students in a core intensive reading program in the School District of Palm Beach County, the fourth largest school district in Florida. This was accomplished conducting literature studies through read-alouds and sustained silent reading with sixth-, seventh-, and eighth-grade intensive reading students as a supplement to the READ XL® remedial program. Specifically, this study investigated the difference on the achievement scores on the Florida State Fluency Probes (FORF), the Florida Comprehensive Achievement Test in Reading (FCAT), the Florida Comprehensive Norm Reference Test Scale Scores (FCAT/NRT), the Scholastic Reading Inventory Lexile Levels (SRI), and the teacher created tests on the literature during the period 2006-2007. The study further examined the interaction of both grade level and gender with the readaloud strategy and sustained silent reading. A Factorial ANOV A (analysis of variance) was used to test the effect of each of the treatments, read-alouds and sustained silent reading, on the dependent variables, FORF, the FCAT, the FCAT/NRT, the Scholastic Reading Inventory Lexile Levels, and the teacher created tests and the interactions with grade level and gender. Results indicated a greater increase in fluency, as measured by the Florida State Fluency Probes, from 2006 to 2007, for students in the read-aloud group (test) as compared with students in the sustained silent reading group (control group), and for students in grades 6 and 7 as compared with students in grade 8. Overall there was no difference in fluency as moderated by gender. The results of this study also found that read-alouds promoted increased performance of female students on the teacher-created tests. This suggests that readalouds may play a role in increasing the performance of middle school at-risk female readers on similar instruments.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000657
Subject Headings: Oral reading, Activity programs in education, Academic achievement--Social aspects, Reading--Remedial teaching--Social aspects
Format: Document (PDF)

Title: A critical analysis of first generation black male college students’ perceptions of their preparation for college level mathematics.
Creator: Williams, Kyla L., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: President Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally...
Show morePresident Obama’s 2014 “My Brother’s Keeper” initiative responds to the continuing educational disparities that the No Child Left Behind Act was intended to have addressed. The preoccupation with standardized testing and accountability over the past decade has revealed evidence of disparities in achievement between Black male students and their White counterparts. Critical Race Theorists have framed these persistent disparities as evidence of the opportunity gap and have advocated culturally responsive pedagogy that would facilitate students’ academic success.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004421, http://purl.flvc.org/fau/fd/FA00004421
Subject Headings: Achievement in education, Critical pedagogy, Educational sociology -- United States, Mathematics -- Studying and teaching (Graduate), Mathematics -- Studying and teaching (High school), Minorities -- Education -- United States, Motivation in education, Racism in higher education
Format: Document (PDF)

Title: Selected Student Characteristics and Science Achievement in a Mid-Sized Secondary School.
Creator: McDonald, Jack, Morris, John D., Weppner, Daniel B., Florida Atlantic University
Abstract/Description: For 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a...
Show moreFor 306 twelfth grade students, secondary science achievement by sex, race, and socioeconomic status (SES) was compared using analysis of variance (ANOVA), and the relationship of a set of 22 predictor variables to science achievement was investigated using multiple linear regression. That the reduced regression model with its primarily cognitive characteristics exhibited the highest significant correlation coefficients in predicting science achievement for low SES, black students is a finding that is at odds with much of the current literature, as is also the finding that females outperform males in science achievement. These anomalies, along with the implications of differences in science achievement based on sex and race, are discussed.
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Date Issued: 1991
PURL: http://purl.flvc.org/fau/fd/FA00000677
Subject Headings: Science--Study and teaching (Secondary), Academic achievement--Evaluation, High school students--United States, Motivation in education
Format: Document (PDF)

Title: Talking in Circles: A Mixed Methods Study of School-wide Restorative Practices in Two Urban Middle Schools.
Creator: Brown, Martha A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational...
Show moreThis mixed methods, multisite case study examined the relational ecology of two urban middle schools that had adopted school-wide restorative practices (SWRPs) and the changes that occurred as a result of the reform initiative. The study was conducted in two Title I middle schools in the Oakland Unified School District in California. A positive relational ecology existed in these two urban middle schools, and this ecology was built on the interacting and interrelated themes of relational trust, being heard, a relational-based, student-centered culture, and a commitment to the principles of social justice. The positive relational ecology created a strong foundation upon which change could occur at the organizational, individual, and pedagogical levels. Various structures within the schools, including circles, instructional leadership teams, student councils, and peer mediation, created space for teachers and students to be heard and empowered, which subsequently facilitated change and growth for many administrators, teachers, and students. High turnover, lack of initial and ongoing training, and the development of quasi- or non-restorative processes jeopardized program fidelity. Findings revealed that in these restorative schools, relational ecology and change were inseparable, and that they moved and influenced each other. A positive relational ecology created an environment that enabled leaders and staff to feel safe as they embarked upon the journey of change. Changes in the ways that members of the school communities related to each other on a daily basis provided additional motivation to continue the change effort, and these changes then strengthened the relational ecologies. Findings of this study are significant and have implications for schools and school districts, policy makers, and teacher and leader education programs. Future research should include longitudinal, mixed methods studies that assess the school culture before and after implementing SWRPs, as well as experimental or quasi-experimental designs that compare restorative and non-restorative schools. Such studies may provide more empirical evidence that links healthy relational ecologies to student achievement, less teacher turnover, decreased conflict, and healthier communities, thereby strengthening the case for rejecting punitive and discriminatory zero tolerance school discipline policies and adopting restorative justice in education instead.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004483, http://purl.flvc.org/fau/fd/FA00004483
Subject Headings: Alternative education, Communication and education., Crisis management, Experiential learning, Motivation in education, Oppression (Psychology), Psychology, Applied, Restorative justice, Therapeutic jurisprudence, Transformative learning
Format: Document (PDF)

Title: The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students.
Creator: Jean-Jacques, Velouse Jean-Pierre., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in...
Show moreThe purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332255
Subject Headings: Florida Comprehensive Assessment Test, Achievement in education, Motivation in education, Children of immigrants, Education, School improvement programs, Educational counseling
Format: Document (PDF)

Title: Historians of 19th Century Baseball: Exploring Their Experiences Regarding Their Avocation.
Creator: Berstler, Wade, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of...
Show moreThe following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004648
Subject Headings: Adult learning, Baseball -- United States -- History -- 19th century, Educational leadership, Experiential learning, Learning, Psychology of, Motivation in adult education, Transformational leadership
Format: Document (PDF)

Title: How Do Children's Attitudes Toward Reading Relate To Reading Practice And Reading Achievement?.
Creator: Galipault, Lorraine D., Towell, Janet, Florida Atlantic University
Abstract/Description: The purpose of this study was to investigate whether children's attitudes toward reading and their perceptions of themselves as readers impacted their academic achievement. Additionally, the study investigated the effect oftime spent reading and reading practice on student achievement. Finally, the research examined whether reading attitudes and reading practice were moderated by gender or ethnicity. Participants included 63 third-grade students in a Title I Elementary School. Students were...
Show moreThe purpose of this study was to investigate whether children's attitudes toward reading and their perceptions of themselves as readers impacted their academic achievement. Additionally, the study investigated the effect oftime spent reading and reading practice on student achievement. Finally, the research examined whether reading attitudes and reading practice were moderated by gender or ethnicity. Participants included 63 third-grade students in a Title I Elementary School. Students were administered a questionnaire to collect evidence of their reading preferences and their reading practices. In addition, students kept reading logs as a measure of what they read and how often they read. The data collected were correlated to students' reading achievement scale scores on the Florida Comprehensive Assessment Test (FCAT). The study concluded that in the overall study sample, there was a negative correlation for the reading practice item, talking about reading, and FCA T Scale Scores and a positive correlation between the reading attitude item, how well do you think you read, and FCA T Scale Scores. In the examination of the moderation effect for gender, there was a positive correlation for the reading attitude item reading is important and FCA T Scale Scores for males. The examination of the moderation effect for ethnicity indicated a negative correlation between talking about reading and FCAT Scale Scores for White students.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000666
Format: Document (PDF)

Title: Socio-Cultural Leadership: An Innovative Model For School Leadership.
Creator: Blackburn, Desmond K., Bogotch, Ira, Florida Atlantic University
Abstract/Description: The conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the...
Show moreThe conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the items of the survey instrument divide into the four domains as described? 2. What is the relationship, collectively and independently, between SocioCultural Leadership and student achievement in high-poverty schools? 3. Is the frequency in observed principal behaviors different between lowperforming and high-performing schools? Therefore, the purpose of this study was to, via exploratory factor analysis; verify that these four factors existed as described and to, via regression analysis, find the direct relationship between the resulting factors and student achievement in high poverty schools. High poverty schools were defined as schools where 50 percent ( 40 percent for high schools) or more of the student population participated the federally funded Free and/or Reduced Price Lunch Program. This study also sought to differentiate these findings according to the performance levels of the schools sampled. The pilot study, the descriptive statistics, the principal components analysis, and the measures of internal consistency, all provided the researcher with empirical evidence to establish the reliability and validity of specific SCLQ items along with the significance of the resulting factors. Two of the five SCLQ subscales that resulted from the factor analysis, OP (outreach to parents) and MIPD (management of instructional process detractors), positively correlated with student achievement in the total sample (n = 903). There is a less than 5 percent chance that these findings were due to a Type I sampling error. Finally, principals in high-performing schools exhibited behaviors indicated by subscales OP (outreach to parents) and MIPD (management of instructional process detractors) significantly more than principals in low-performing schools.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000650
Subject Headings: Academic achievement--Cross-cultural studies, Minority students--Social conditions, Motivation in education
Format: Document (PDF)

Title: Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls.
Creator: Obrien, Alise, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the...
Show moreThis qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students' responses on the Locus of Control (LOC) survey were analyzed. Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students. Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004529, http://purl.flvc.org/fau/fd/FA00004529
Subject Headings: Academic achievement -- United States, Belief and doubt, Communication in learning and scholarship, Educational leadership, Motivation in education -- United States, Resilience (Personality trait) in adolescence, Success -- Psychological aspects
Format: Document (PDF)

Title: The Impact of “Real World” Experiences through Academic Service Learning on Students’ Success Rate, Attitudes, and Motivation in Intermediate Algebra at a Public University.
Creator: Toussaint, Mario J., Furner, Joseph M., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: A report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of...
Show moreA report issued in 2012 by the United States Government Accountability Office (US Government Accountability Office, 2012) concluded that the United States is not producing enough graduates in Science, Technology, Engineering, and Mathematics (STEM) to meet the demands of its economy. According to the National Center for Educational Statistics (2001), fewer than fifty percent of students nationally possess a solid command of mathematical content. This study tested whether the insertion of Academic Service Learning (ASL) into intermediate algebra courses improved students’ performance, their motivation to learn the subject, and attitudes towards mathematics learning. ASL is an educational strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Duffy, Barrington, West, Heredia, & Barry, 2011). The subjects in this study were thirty-four students enrolled in intermediate algebra at a large public university in southeast Florida. The participant group consisted of fifteen students who completed the requirements of the ASL program and the comparison group consisted of nineteen students who initially showed interest in the program but dropped out of the study early in the semester. Through a mixed method analysis, the study found that the proportion of students who passed the course in the ASL group was greater than the proportion of students in the non-ASL group. Similarly, the mean final course grade in the ASL group was higher than the mean final course grade in the non-ASL group. The results of the qualitative analyses showed that all the participants enjoyed the ASL experience. In addition, some participants felt that the ASL project raised their motivation to learn mathematics and increased their competence in mathematics. However, both quantitative and qualitative analyses revealed that the students’ participation in the ASL project did not affect their attitudes towards mathematics learning. The study concluded that Academic Service Learning has the potential to help improve students’ success rates in developmental mathematics courses as well as increase their motivation to learn the subject.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004739, http://purl.flvc.org/fau/fd/FA00004739
Subject Headings: Action research in education., Service learning., Universities and colleges--Public services., Teacher-student relationships., Algebra--Study and teaching (Higher), Educational technology--Evaluation., Motivation in education., Academic achievement.
Format: Document (PDF)

Title: A Case Study of the Reported Use of Metacognitive Reading Strategies by Postsecondary Instructors of Developmental Reading Courses With Struggling Adult Readers to Increase Comprehension.
Creator: Drayton, Audrita, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results...
Show moreThis qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004586, http://purl.flvc.org/fau/fd/FA00004586
Subject Headings: Metacognition--Case studies., Reading comprehension--Case studies., Learning strategies--Case studies., Motivation in education--Case studies., Action research in education--Case studies., Cognitive learning--Case studies.
Format: Document (PDF)

Title: The analysis of barriers and motivators of early care and education English as a second language students enrolled in a state college customized ECE ESL course.
Creator: Franck, Edwiygh, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: An intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation,...
Show moreAn intrinsic case study was conducted to understand what helps Early Care and Education (ECE) English as a Second Language (ESL) students to enroll in a customized ECE ESL course at a local state college and what barriers may hinder their success in the course. This research examined whether the following were either motivators or barriers or both in ECE ESL participants enrolling in an ECE ESL customized course: course design and delivery, student support systems, student self-motivation, student self- efficacy, time and schedule commitment, instructor and student relationship, availability of resources, and level of classroom involvement. The results revealed that the students were highly motivated to enroll and complete the course successfully. Across the board, there was (1) a sense of gratitude from the participants for being afforded an opportunity to learn the English language, (2) evidence of knowledge of their future goals, and (3) their knowledge that learning English was their first step in achieving their goals.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004369, http://purl.flvc.org/fau/fd/FA00004369
Subject Headings: Education, Bilingual, Educational psychology, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Language teachers, Training of, Motivation in education, Second language acquisition
Format: Document (PDF)

Title: Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
Creator: Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
Subject Headings: Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
Format: Document (PDF)

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