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The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students
Title
The Effects of the Student Success Skills Program on the Behavioral and Cognitive Engagement of Grade 5 Exceptional Education Students.
Creator
Fairclough, Sheresa L. T., Villares, Elizabeth, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study was to examine non-identifying archival data from the 2012-2013 school year to assess the effect participation in the Student Success Skills (SSS) school counselor-led classroom guidance program (Brigman & Webb, 2010) had on the behavioral and cognitive engagement of grade 5 Exceptional Student Education (ESE) students serviced within the general education classroom setting. Data for this study was collected at three different intervals. School attendance data was...
Show moreThe purpose of this study was to examine non-identifying archival data from the 2012-2013 school year to assess the effect participation in the Student Success Skills (SSS) school counselor-led classroom guidance program (Brigman & Webb, 2010) had on the behavioral and cognitive engagement of grade 5 Exceptional Student Education (ESE) students serviced within the general education classroom setting. Data for this study was collected at three different intervals. School attendance data was collected on students during the 2012, 2013, and 2014 school years when students were enrolled in grades 4, 5, and 6 respectively. Pre-test selfreport data was collected within two weeks prior to implementation of the SSS program. Posttest self-report data was collected within two weeks immediately following completion of the intervention and post-posttest self-report data was collected 30 weeks post-intervention. School counselors and classroom teachers were trained in the SSS program. Students received five 45 minute classroom lessons delivered one week apart followed by three booster sessions delivered one month apart. Lessons were designed to teach cognitive, social, self-management, and test-taking skills. This study followed a randomized controlled trial (RCT) design. For the purposes of this study behavioral engagement was measured by school attendance data. Cognitive engagement was measured by the Test Anxiety and Metacognitive Activity scales of the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & DeGroot, 1990) and the Self-Regulation of Arousal scale of the Student Engagement in School Success Skills (SESSS) survey (Carey, Webb, Brigman, & Harrington, 2010). A series of multivariate analysis of covariance (MANCOVA) tests were conducted to determine whether or not there were statistically significant differences between the treatment and control groups. While no statistically significant differences were evident on the Metacognitive Activity scale, results indicated a statistically significant decrease in absences and test anxiety for students in the treatment group. Additionally, a statistically significant increase was evident on the Self-Regulation of Arousal scale for students in the treatment group. This study suggests that research-based school counseling programs delivered in small or large groups using inclusionary practices may be beneficial in supporting the academic achievement and social-emotional adjustment of ESE students.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004659, http://purl.flvc.org/fau/fd/FA00004659
Subject Headings
Academic achievement, Affective education, Engagement (Philosophy), Learning strategies, Motivation in education, School improvement programs
Format
Document (PDF)
Influences on Hispanic student success at the community college
Title
Influences on Hispanic student success at the community college.
Creator
St. Pierre, Karin Lynn., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
The purpose of this study was to identify and understand Hispanic students' perceptions of the influences on their success at a community college. Using a qualitative design, six students were interviewed in depth in order to gain insight and perspective of their educational experience at the community college. The investigation explored each student's decision to enroll at the community college and sought to describe factors that the participants identified as having impacted their...
Show moreThe purpose of this study was to identify and understand Hispanic students' perceptions of the influences on their success at a community college. Using a qualitative design, six students were interviewed in depth in order to gain insight and perspective of their educational experience at the community college. The investigation explored each student's decision to enroll at the community college and sought to describe factors that the participants identified as having impacted their experiences at the community college, including their perceptions of themselves and their families. The study also explored the programs and practices that are in place in the community college that may influence these students' academic success. Finally, the relationship between the Hispanic students' perceptions about their academic successes and the community college's employees' perceptions were examined. Tinto's (1975) model of student integration theory provided the theoretical framework for data collection and analysis. The major analytical categories that were developed during data analysis were as follows : other academic experiences ; motivation to succeed, both internal and external ; issues of ethnicity ; issues of age ; and issues of family. The students' perceptions of their community college experiences were both positive and critical.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3320110
Subject Headings
Education equalization, Hispanic Americans, Education (Higher), Hispanic American college students, Affective education
Format
Document (PDF)
The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools
Title
The effect of ready for success, a counselor-led intervention program, on reading scores of Hispanic and African American 3rd grade students in title one elementary schools.
Creator
Brown, Sherron N., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready...
Show moreThis study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004181, http://purl.flvc.org/fau/fd/FA00004181
Subject Headings
Academic achievement, Achievement in education, Affective education, Counseling in elementary education, Educational counseling, Educational tests and measurements, Minority students, Counseling of United States -- No Child Left Behind Act of 2001
Format
Document (PDF)