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- Title
- Academic achievement of students with disabilities in co-teaching, resource room, and support facilitation models.
- Creator
- Shaw, Frances Rene., Florida Atlantic University, Kerensky, Vasil M.
- Abstract/Description
-
Since the passage of Public Law 94-142 (The Education of All Handicapped Children Act) which is currently called the Individuals with Disabilities Act (IDEA), there has been a movement to service students with disabilities in more inclusive environments. The Broward County School District had been involved in the State of Florida's effort to reform the special education funding model and the delivery of services to students in more inclusive environments since 1994. The purpose of this study...
Show moreSince the passage of Public Law 94-142 (The Education of All Handicapped Children Act) which is currently called the Individuals with Disabilities Act (IDEA), there has been a movement to service students with disabilities in more inclusive environments. The Broward County School District had been involved in the State of Florida's effort to reform the special education funding model and the delivery of services to students in more inclusive environments since 1994. The purpose of this study was to determine the effects of three delivery models, resource room, co-teaching, and support facilitation, on the reading and math achievement of students with mild to moderate disabilities. The subjects of this study consisted of 231 students with mild to moderate disabilities enrolled in 29 schools and serviced in one of these three delivery models. Their achievement was measured during the 1998--1999 school year based upon the results of a nationally normed achievement test. An Analysis of Variance (ANOVA) as well as an Analysis of Covariance (ANCOVA) was performed using the spring of 1998 test scores as baseline data or covariates and the spring of 1999 scores as dependent or criterion variables. The independent variable was the type of delivery model. The results did not reveal any statistically significant differences in the achievement of the students in any of the three models thus indicating that in this study, the type of model did not have a significant impact on the achievement of these students. Implications based upon limitations as well as recommendations for further study are presented.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/12014
- Subject Headings
- Students with disabilities--Education, Inclusive education, Academic achievement
- Format
- Document (PDF)
- Title
- A STUDY OF THE OPINIONS OF FLORIDA'S PUBLIC SECONDARY SCHOOL PRINCIPALS, ENGLISH DEPARTMENT CHAIRPERSONS, AND SCHOOL BOARD MEMBERS ON SELECTED ISSUES CONCERNING THE "NO PASS/NO PLAY" RULE.
- Creator
- HODGES, JAMES WALTER, JR., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
This study was designed to determine if significant differences exist in the opinions of Florida's public secondary school principals, English department chairpersons, and school board members concerning the proposed "no pass/no play" rule. The population of 401 subjects included the principals and English department chairpersons from all 167 public secondary schools with enrollments of grades nine through twelve, and a school board member from each of the sixty-seven counties in Florida. The...
Show moreThis study was designed to determine if significant differences exist in the opinions of Florida's public secondary school principals, English department chairpersons, and school board members concerning the proposed "no pass/no play" rule. The population of 401 subjects included the principals and English department chairpersons from all 167 public secondary schools with enrollments of grades nine through twelve, and a school board member from each of the sixty-seven counties in Florida. The assessment instrument was a questionnaire that employed a Likert scale providing each subject with a five-point scaled response to fourteen items related to the rule. These items elicited the opinions of these groups concerning the adoption of the rule, its potential impact, and other related issues. Statistical treatment of the data included a 3 x 2 x 5 analysis of variance to determine if a significant difference existed between the mean scores of the three groups, also subdivided by gender and five age categories on each set of items tested. Significant differences (p >.05) were found between the groups but not between gender and age categories. The Scheffe post hoc test revealed which pairwise group differences were significant. Analysis of the data indicated that significant differences existed among all three groups in their opinions concerning the "no pass/no play" rule, with English department chairpersons being the only group to show some support for its adoption. Secondary school principals were consistently opposed to the rule and felt that it would have an undesirable impact on their school communities. Although English department chairpersons and school board members agreed that the rule would increase academic achievement, they were undecided about the total effect the rule could have. The "no pass/no play" rule could serve to re-focus the attention of the educational community on academic achievement by encouraging innovative procedures to assist students and by reminding students that they must shoulder the responsibility for their academic success.
Show less - Date Issued
- 1987
- PURL
- http://purl.flvc.org/fcla/dt/11905
- Subject Headings
- Academic achievement, High schools--Legal status, laws, etc --Florida
- Format
- Document (PDF)
- Title
- FACTORS ASSOCIATED WITH ACADEMIC ACHIEVEMENT IN AT-RISK HIGH SCHOOL STUDENTS.
- Creator
- McCormic, Kathryn, Sherman, Diane, Florida Atlantic University, School of Social Work, College of Social Work and Criminal Justice
- Abstract/Description
-
The purpose of this study was to examine the factors associated with academic achievement in at-risk high school students attending one of four charter schools in south Florida geared toward dropout prevention. Several factors were identified through a thorough review of the literature to identify the common demographic variables associated with lower academic achievement including race and ethnicity, gender, socioeconomic status, and an identified learning disability. Each of these variables...
Show moreThe purpose of this study was to examine the factors associated with academic achievement in at-risk high school students attending one of four charter schools in south Florida geared toward dropout prevention. Several factors were identified through a thorough review of the literature to identify the common demographic variables associated with lower academic achievement including race and ethnicity, gender, socioeconomic status, and an identified learning disability. Each of these variables became the control variables in this study. More recent research has examined the role of adverse childhood experiences (ACEs) and resilience (via protective factors) in predicting academic outcomes. None of the studies found examined the role of ACEs, resilience, and academic achievement in a student population that has been identified as being at risk for high school dropout. In addition, it was explored whether ACEs (by type) and resilience (by type) varied by life stage. Administrative data was collected on 160 randomly selected students, 80 of whom were considered adolescents (15-17), and 80 who were considered emerging adults (18-21). Descriptive statistics (frequencies, mean, and standard deviation) were examined. Multiple regression with hierarchal entry was then used to test the first two research questions, and 5 hypotheses, analyzing the impact of total ACEs (and then ACEs by type) and total resilience (and then resilience by type) on academic achievement. Results were not statistically significant for either question. A one-way multivariate analysis of variance (MANOVA) was then run to explore whether ACEs by type or resilience by type varied based on life stage (adolescence or emerging adult). The results were not statistically significant. Outcomes of the study are discussed as are the limitations of the study and suggestions for future research.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014146
- Subject Headings
- High school students, At-risk youth, Academic achievement
- Format
- Document (PDF)
- Title
- Examining the Effectiveness of Turnaround Models in Florida Public Schools.
- Creator
- Fulton, Angela R., Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models...
Show moreImproving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models outlined in the federal school improvement grant (SIG) were effective in improving student performance in low-performing schools in Florida. Specifically, this study investigated the impact of the transformation and turnaround intervention models on student achievement. This study also sought to determine if size (school enrollment), socioeconomic status (FRL), minority enrollment rates (Black and Hispanic), as well as principal gender, race, and years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention models improved student performance in low-performing schools in Florida. A quantitative method, including three statistical analyses, was employed to respond to three research questions and test nine corresponding null hypotheses. Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t test analysis revealed there was not a significant difference in the performance of the transformation and turnaround model schools as measured by percent of points earned towards school grade. Further, chi square analysis revealed there was not a relationship between the model (transformation or turnaround) and school grade. Additionally, multiple regression analysis revealed none of the moderator variables were statistically significant. A discussion of the findings, implications for policy and practice, and recommendations for turnaround are explained in detailed, followed by suggestions for future research.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013131
- Subject Headings
- Public schools--Florida, School improvement programs--Florida--Evaluation, Student achievement, Academic achievement--Florida
- Format
- Document (PDF)
- Title
- A status study of nonpublic high schools' voluntary compliance with Florida RAISE requirements and other selected quality variables.
- Creator
- Mims, Nancy Griffin., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to determine the levels of voluntary compliance with Florida's Raise Achievement in Secondary Education (RAISE) requirements and other quality variables by nonpublic high schools in five geographical regions. A population of 137 nonpublic schools with 40 or more students were divided into three school categories: Catholic, religious affiliated (non-Catholic), and non-religious. The data were organized into 24 selected items taken from a questionnaire to determine...
Show moreThe purpose of this study was to determine the levels of voluntary compliance with Florida's Raise Achievement in Secondary Education (RAISE) requirements and other quality variables by nonpublic high schools in five geographical regions. A population of 137 nonpublic schools with 40 or more students were divided into three school categories: Catholic, religious affiliated (non-Catholic), and non-religious. The data were organized into 24 selected items taken from a questionnaire to determine the status of teacher certification, school accreditation, courses and credits required for graduation, length of class periods, enrollment, and availability of science laboratories. The data obtained determined the level of voluntary compliance with Florida's RAISE requirements and other quality variables, the eligibility of nonpublic schools graduating seniors seeking admission to Florida public universities and the Florida Academic Scholar Program. Items of concern were cross tabulated for frequencies and percentages in the three school categories and within each of the five geographical regions. It was concluded that there was a 76.5% compliance with RAISE requirements by nonpublic high schools. Eighty-eight percent of the Catholic schools, 71% of the religious affiliated schools, and 75% of nonreligious schools complied with RAISE requirements. Therefore, graduating seniors would have the courses in the curriculum required for entrance to Florida public universities. The nonpublic high schools (75.3%), however, fell short of meeting the requirements for the Florida Academic Scholar Program. This deficiency was due to a lack of advanced courses or not enough extra credits offered to students. The data also showed that 53% of the nonpublic school teachers hold Florida professional certificates and that schools accredited by major accrediting agencies were more often in full compliance with RAISE requirements. A lack of response by nonreligious schools indicated that they had no interest in the study or were not willing to share information and, therefore, the findings were not conclusive. The study did, however, indicate that the RAISE requirements have had an impact on nonpublic high schools who have begun to implement more fine arts and life skills into their curriculum and add additional class periods.
Show less - Date Issued
- 1988
- PURL
- http://purl.flvc.org/fcla/dt/11927
- Subject Headings
- Raise Achievement in Secondary Education--Florida, Academic achievement--United States, Education, Secondary--Florida
- Format
- Document (PDF)
- Title
- The relations of peer perceptions to children's academic achievement.
- Creator
- Ashley, Elizabeth A., Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
Two studies were conducted in which children's (Grades 3--8) perceptions of classmates' academic performance, school affect, and behavioral conduct were examined in relation to achievement outcomes as measured by standardized achievement test scores in language, mathematics, and science, and school grades in English, mathematics, and science. Study 1 was a longitudinal design and the main research question addressed was whether the way a child's peers perceive him or her with respect to...
Show moreTwo studies were conducted in which children's (Grades 3--8) perceptions of classmates' academic performance, school affect, and behavioral conduct were examined in relation to achievement outcomes as measured by standardized achievement test scores in language, mathematics, and science, and school grades in English, mathematics, and science. Study 1 was a longitudinal design and the main research question addressed was whether the way a child's peers perceive him or her with respect to school characteristics would be related to children's academic outcomes concurrently, and one year later. Support was found for several hypotheses advanced. Peers' perceptions were related to children's concurrent achievement test scores and school grades. Peers' perceptions were also generally predictive of the following year's school grades. Domain differences were found in that peers' perceptions of academic performance were more strongly predictive than affect or conduct domain judgments. Peers' perceptions were also more strongly related to school grades than to achievement test scores. The second study continued the examination of peers' perceptions with additional perceptions measured from children's self-judgments and teachers' ratings. In Study 2, the main question explored was whether peers' perceptions of children's academic qualities would be predictive of children's concurrent achievement outcomes beyond children's self-perceptions and teachers' perceptions. Results showed that even after controlling for both self and teacher judgments, peers' perceptions were strongly related to all school grades. Theoretical and practical implications of the research findings were discussed and suggestions for future research were offered.
Show less - Date Issued
- 2002
- PURL
- http://purl.flvc.org/fcla/dt/11988
- Subject Headings
- Academic achievement, Social perception in children, Age groups, Achievement motivation in children
- Format
- Document (PDF)
- Title
- The Impact of Undergraduate Research Participation on Research Self-Efficacy.
- Creator
- Baker, Tracy N., DeDonno, Michael, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Current literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers...
Show moreCurrent literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers pursuing STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by gender. The purpose of this study was to investigate the research self-efficacy and academic self-concept of undergraduate researchers, compare these beliefs to nonresearchers, and to examine how these measures differ by gender and field of study (i.e. STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic selfconcept. This quantitative study was conducted at a public university located in the Southeast region of the United States. Using survey methods participants’ background information, academic self-concept, and research self-efficacy was collected. Participants were students who had participated in undergraduate research as well as students who had not participated in research activities. Both groups completed the same survey. This study gained insight into the research self-efficacy, academic self-concept, field of study, and gender differences among undergraduate researchers and how they compare to non-researchers. Research findings may assist colleges, universities, and offices that promote undergraduate research in recruiting students to participate in research activities. Findings also contribute to literature supporting undergraduate research as an element that contributes to student success in undergraduate education.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004978, http://purl.flvc.org/fau/fd/FA00004968
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Undergraduates--Research., Self-efficacy., Academic achievement.
- Format
- Document (PDF)
- Title
- An exploration of factors affecting the academic success of students in a college quantitative business course.
- Creator
- Davis, Mary M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was...
Show moreThe American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics". Furthermore, approximately 30% of the students in a state university undergraduate quantitative business course fail or withdraw from the course. The purpose of this study was to explore non-cognitive and cognitive factors that may be related to the academic success of those students enrolled in the course. To this end, a survey was conducted, collecting the perceptions and opinions of 301 undergraduate college of business students with regard to relevant constructs such as cognitive load, mathematics and general self-efficacy, math anxiety, and motivation. Additional data were collected from the students' transcripts. Findings revealed that the significant cognitive factors contributing to the academic success were the overall GPA of the students as well as the average of their grades in the two prerequisite courses. The statistically significant non-cognitive factors related to the final exam score were the students' perceived levels of cognitive load and mathematics self-efficacy. A moderating effect of mathematics self-efficacy was revealed between the final exam score and overall GPA; however, other selected potential moderators of the final exam score and cognitive load were not significant. Post-hoc analyses verified no significant difference in the final exam score for gender or race; however, a statistically significant difference was found on cognitive load for different instructors. The findings emphasized the importance of prior knowledge and instructional design as both are sensitive to cognitive load (Mayer & Moreno, 2003; Sweller, 1999)., The implications of the findings resulted in the recommendation that knowledge should be addressed through appropriate advising as well as pretests at the onset of the course. Finally, the course instructors should take into consideration various instructional design techniques to reduce cognitive load. Recommendations are made for future practice with a focus on inclusive pedagogical methodologies and further research directions with promising potential predictors.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/331845
- Subject Headings
- Academic achievement, Psychological aspects, Learning, Psychology of, Motivation in education, Achievement motivation in education, School improvement programs
- Format
- Document (PDF)
- Title
- Peer reputations and gender differences in academic self-concept.
- Creator
- Menon, Madhavi, Florida Atlantic University, Perry, Louise C.
- Abstract/Description
-
This study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most...
Show moreThis study explored the extent and nature of academic peer reputation upon children's academic self-concept. Peer and self-perceptions of academic ability and affect were assessed for the subject domains of English, math, and science in order to investigate the generality of peer reputation influences across academic subject areas, and determine the extent to which gender differences might be evident. Gender differences were hypothesized, and peer reputation was expected to have the most influence on academic self-concept in school domains viewed as gender-normative and thus central to self-concept. MR analyses provided some support for this gender-congruency hypothesis, as it was primarily children's academic ability reputation in gender-congruent areas that was predictive of ability self-concept, and, influential with respect to perceived ability in normative domains. Contrary to expectations, peer affective reputation was more predictive with respect to gender-incongruent domains. Results were interpreted to suggest the dominance of gender-schema consistency concerns in relation to ability perceptions, but contrast effects in relation to school affect.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/13179
- Subject Headings
- Academic achievement--Evaluation, Educational evaluation, Group work in education, Students--Self-rating of, Academic achievement, Intelligence levels, Self-perception
- Format
- Document (PDF)
- Title
- The effect of audiocassette presentation on the performance of students with and without learning disabilities on a group standardized math test.
- Creator
- Schnirman, Rebecca K., Florida Atlantic University, Taylor, Ronald L.
- Abstract/Description
-
Many students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by...
Show moreMany students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by comparing the performance of students with LD and students from general education (GE). Another was to investigate the relationship, if any, between the level of knowledge of mathematics vocabulary and the benefit of audiocassette presentation for the students with LD. Finally, the study sought to extend the current research base to students in middle school. Twenty-four students with LD and 24 from GE were tested with parallel forms of the Math section of the Iowa Test of Basic Skills. Half of each group tested with form K under standard administration and received audiocassette presentation for form L. The other half of each group was tested with form L under standard administration and audiocassette presentation for form K. Finally, the Vocabulary subtest from the Test of Mathematical Abilities, 2nd edition (TOMA-2) was administered. Separate paired t tests were performed for the GE group and for the group with LD. The performance of the two groups was then compared with repeated measures analyses. No statistically significant differences were found, which was attributed, in part, to small sample size. Minimal change in the mean performance of either group occurred after audiocassette presentation for Math Concepts. The group mean for LD on Problem Solving improved slightly with the accommodation. Repeated measures analyses showed no significant difference in performance between students with "high" vs. "low" levels of math vocabulary. A floor effect, along with the students' level of academic language proficiency, may have affected the results. Some students improved their scores with audio presentation, but others scored lower. This reinforces the need to base the use of any test accommodation on individual need, not disability label or other factors.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12166
- Subject Headings
- Educational tests and measurements, Learning disabled children--Ability testing, Academic achievement--Testing--Validity--United States, Children with disabilities--Education--Ability testing, Academic achievement
- Format
- Document (PDF)
- Title
- Effects of seventh grade hands on science field trip performed at Gumbo Llimbo compared to same lesson in classroom setting on student performance.
- Creator
- Gomez, Jose, Meltzer, Carol, Graduate College
- Date Issued
- 2011-04-08
- PURL
- http://purl.flvc.org/fcla/dt/3164533
- Subject Headings
- School field trips --United States, Academic achievement, Educational tests and measurements
- Format
- Document (PDF)
- Title
- An examination of biomedical intellectual reputation in relationship to graduates’ productivity, regional innovation and absorptive capacity at selected universities worldwide.
- Creator
- Cavanaugh, Gesulla, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was first to determine factors associated with intellectual reputation, specifically among selected biomedical departments worldwide within the university setting. Second, the study aimed to examine intellectual reputation in relationship to doctoral graduates’ productivity in the biomedical sciences and in relationship to organizational biomedical advancement and productivity. Third, the study aimed to visualize a spatial relationship between intellectual reputation...
Show moreThe purpose of this study was first to determine factors associated with intellectual reputation, specifically among selected biomedical departments worldwide within the university setting. Second, the study aimed to examine intellectual reputation in relationship to doctoral graduates’ productivity in the biomedical sciences and in relationship to organizational biomedical advancement and productivity. Third, the study aimed to visualize a spatial relationship between intellectual reputation and local organizational biomedical advancement and productivity in the United States and the United Kingdom. Finally, a simulated research-based model was proposed for understanding hospital productivity. The study used quantitative analysis in order to achieve these goals. The Geographic Information System (GIS) and Geocommons were used to visualize possible relationship between universities and hospitals in different regions. The findings from this study suggest that the university’s research intensity, having a Nobel Laureate on staff, Hirsch Index of the most prominent researcher on staff, scientific patent, scientific publications, and affiliation with multiple countries are good predictors of intellectual reputation. Correlation analysis suggests that university intellectual reputation is associated with doctoral graduates’ productivity. When examining the relationship between the university and hospitals, university intellectual reputation was positively correlated with hospital biomedical advancement, r= .445, p =0.001. Hospital productivity was significantly correlated with university intellectual reputation, r= .322, p =0.001. University intellectual reputation was significantly correlated with hospital capacity to absorb knowledge (r= 0.211, p =0.005) and knowledge spillover (r=.242, p =0.001). Regression analysis reveals that hospital capacity to absorb knowledge and knowledge spillover are good predictors of hospital biomedical advancement, F (2, 176) = 52.637, p = 0.001. Hospital capacity to absorb knowledge, affiliation with a university, intellectual reputation of the affiliated university, and distance between the hospital and the affiliated university were shown to be good predictors to hospital productivity, F (4, 106) = 11.115, p = 0.001. Visual examination of the hospitals suggests that when the universities publish at a large quantity, this tends to influence the hospitals within the area to publish a large quantity as well. Additionally, hospitals that are more productive tend to cluster around universities with higher intellectual reputation.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004090, http://purl.flvc.org/fau/fd/FA00004090
- Subject Headings
- Academic achievement -- Measurement, Educational productivity -- Measurement, Universities and colleges -- Ratings and rankings
- Format
- Document (PDF)
- Title
- An exploratory examination of “pockets of success” in creating urban high schools of opportunity for LSES students.
- Creator
- Gaines, Frank, Bogotch, Ira, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses...
Show moreThe purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses for the study. The study design is grounded in portraiture, created by Lawrence-Lightfoot and Hoffman-Davis (1997), to detail the intricate dynamics and relationships that exist in high schools. Portraiture steps outside of the traditional boundaries of quantitative and qualitative research to converge narrative analysis with public discourse in a search for authenticity. Identifying what the participants value, how they create and promote opportunities for students, the school’s role in rebuilding the surrounding community, and the community’s priority for graduates, provided the groundwork. The review of the literature reconstructs the term “opportunity” in the context of the urban high school, aligning it with the moral purposes of education. It traces the history of educational and social justice barriers for minority students, outlines the impact of leadership decision-making on the evolution of the urban high school, and addresses increasing the capacity of schools to create opportunities for students to succeed. Participants revealed the foundations for success, challenges and goals toward success, conduits to facilitate that success, and collaborations required to build an agenda to couple school-based stakeholders, civic groups, and national organizations to the creation of a national platform to improve outcomes for urban public high school students in disenfranchised communities.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004019
- Subject Headings
- Academic achievement -- Social aspects, Educational equalization, Effective teaching, Minorities -- Education -- Social aspects, School improvement programs
- Format
- Document (PDF)
- Title
- AN EXAMINATION OF SELF-DIRECTED LEARNING READINESS AND ACADEMIC ACHIEVEMENT AMONG COMMUNITY COLLEGE STUDENTS ENROLLED IN STUDENT SUCCESS COURSES.
- Creator
- Downes, Kim-Le Thuy, Bryan, Valerie C., Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
- Abstract/Description
-
The objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure...
Show moreThe objective of this correlation study was to describe the association between the self-directed learning readiness (SDLR) and academic achievement among community college students enrolled in student success courses. Data were collected from a convenience sample of 35 community college students enrolled in student success seminar courses in central New Jersey. Total scores obtained from the administration of the Self-Directed Learning Readiness Scale (SDLRS) were used to measure participants’ degree of SDLR. Participants’ GPA and final student success course grade was used as metrics of academic achievement. Additional analyses were conducted to determine if participants’ age and gender changed the association between SDLRS score and academic achievement.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013592
- Subject Headings
- Student success, Community college students, Academic achievement, Self-directed learning, Student success programs
- Format
- Document (PDF)
- Title
- First year undergraduate students' perception of the effectiveness and transfer of multimedia training for a university course registration system.
- Creator
- Dee, Merideth I., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to evaluate the perceived effectiveness of a multimedia tutorial for first year undergraduate students (FTICs) using a university course registration system; to determine if a relationship existed between perceived effectiveness of the multimedia tutorial, gender, major, ICT usage, ICT education, ICT fluency, and ICT comfort; and to describe the transfer of learning, if any, that resulted from viewing the multimedia tutorial. The study was both quantitative and...
Show moreThe purpose of this study was to evaluate the perceived effectiveness of a multimedia tutorial for first year undergraduate students (FTICs) using a university course registration system; to determine if a relationship existed between perceived effectiveness of the multimedia tutorial, gender, major, ICT usage, ICT education, ICT fluency, and ICT comfort; and to describe the transfer of learning, if any, that resulted from viewing the multimedia tutorial. The study was both quantitative and qualitative in design addressing 10 research questions. The instruments used in this study consisted of the Registration Tutorial which included: (1) an Information and Communication Technology (ICT) Fluency Questionnaire (Hilberg, 2007), (2) a multimedia tutorial designed by the researcher demonstrating the university course registration system, and (3) the Registration Video Questionnaire (RVQ) also designed by the researcher measuring perceived multimedia tutorial effectiveness. A Registration Video Tutorial Transfer of Learning Questionnaire (TLQ) was also developed by the research to measure perceived proficiency with the registration system three months after initially viewing the multimedia tutorial. The sample included 1,196 freshmen students from a large public university in the southeastern United States. Results of the study showed that students perceived the multimedia tutorial to be effective (M = 4.19, SD = .756) and seven themes emerged through qualitative analysis as to why the tutorial was or was not effective. Results also showed there was no relationship between multimedia tutorial effectiveness and gender, major, or ICT education., There were however significant weak relationships between multimedia tutorial effectiveness and ICT usage (r = .095), multimedia tutorial effectiveness and ICT fluency (r = .286), and multimedia tutorial effectiveness and ICT comfort (r = -.133). Furthermore, transfer of learning occurred for students (n = 66) who completed the TLQ (M = 4.01, SD =.777) and as suggested by qualitative analysis of student responses. Implications of this study suggested that providing first year undergraduate students with a web-based multimedia tutorial is just the beginning and the need may be to focus upon the development of these students as adult learners so they can feel successful in the early stages of their academic career, thus building the self-confidence they need to effectively navigate the university environment.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3170600
- Subject Headings
- Interactive multimedia, Academic achievement, Methodology, Computers and college students, Education, Highter, Effect of technological innovations on
- Format
- Document (PDF)
- Title
- A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
- Creator
- Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fau/fd/FA0004022
- Subject Headings
- Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
- Format
- Document (PDF)
- Title
- The Quest for Charter School Enrollment: Reported Innovations and Student Achievement.
- Creator
- Cabrera, Einav, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Charter schools have often boasted about differentiating themselves in the educational marketplace. With today’s growing emphasis on student achievement, whether this differentiation has had a positive effect on student learning is still debatable. The purpose of this exploratory mixed-methods study was to establish if innovation is a reported practice in charter schools in Miami-Dade and Sarasota Counties in Florida and to determine if a relationship exists between innovation reporting and...
Show moreCharter schools have often boasted about differentiating themselves in the educational marketplace. With today’s growing emphasis on student achievement, whether this differentiation has had a positive effect on student learning is still debatable. The purpose of this exploratory mixed-methods study was to establish if innovation is a reported practice in charter schools in Miami-Dade and Sarasota Counties in Florida and to determine if a relationship exists between innovation reporting and student achievement as measured by Florida school grades. A qualitative analysis of School Improvement Plans and school websites for a 62 school sample was utilized. As well as a quantitative measure of the correlation between level of reported innovation in eight categories (organizational structure, ideology and culture, leadership models, professional development for teachers, curriculum, technology, parent involvement, and other) and student achievement, as measured by Florida’s school grade formula. The study found that charter schools in both counties reported innovation at high levels with only three schools reporting innovations in fewer than five categories of innovation. An examination of opposing forces of loose and rigid structure, autonomy and policy control, as well as creativity and standardization led to findings of less reported instances of innovation on average in schools with looser structure, autonomy, and creativity. Furthermore, Title I schools and high minority student population schools (≥50%) showed signs of innovation saturation, with no value added to student achievement (school grade averages) by reported innovation beyond a moderate level. Still, reported innovation level (overall categories of innovation) and student achievement (school grade averages) showed a negligible relationship (r = -.062). In conclusion, reported innovation existed in charter schools despite opposing forces, but was often similar across charter schools. In fact, past a moderate level of innovation, there was no value added to school grades for Title I and high minority charter schools. Yet, a weak, negative relationship existed between specific reported innovations in combination (professional development in pedagogy, tutoring programs, non-district behavior programs and incentive, and multiple levels) and student achievement (school grade averages) which can inform us on the nature of reporting.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004652, http://purl.flvc.org/fau/fd/FA00004652
- Subject Headings
- Academic achievement, Alternative education, Charter schools, Educational change, Motivation in education, School choice
- Format
- Document (PDF)
- 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
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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.
Show less - 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)
- Title
- ACADEMIC ACHIEVEMENT OF STUDENTS EARNING CREDIT THROUGH THE COLLEGE LEVEL EXAMINATION PROGRAM GENERAL EXAMINATIONS.
- Creator
- MCELWAIN, WILBUR J., Florida Atlantic University
- Abstract/Description
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This study examined the academic achievement of 176 students at Miami-Dade Community College who completed all or a part of the general education degree requirements through the General Examinations of the College Level Examination Program (CLEP). The achievement of these College Level Examination Program students was also compared to that of 235 students who completed general education requirements by course work. These results support the conclusions that earning general education credit by...
Show moreThis study examined the academic achievement of 176 students at Miami-Dade Community College who completed all or a part of the general education degree requirements through the General Examinations of the College Level Examination Program (CLEP). The achievement of these College Level Examination Program students was also compared to that of 235 students who completed general education requirements by course work. These results support the conclusions that earning general education credit by the General Examinations of the College Level Examination Program has no detrimental effect upon subsequent academic achievement, and that the achievement of College Level Examination Program students is superior to that of non-College Level Examination Program students . It further supports the conclusion that the fiftieth percentile, which has gradually replaced the American Council on Education recommended twenty-fifth percentile as the level for granting credit, is too high. Institutions should determine by research an appropriate level for granting credit; for many institutions the twenty-fifth percentile is not too low.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11665
- Subject Headings
- College Entrance Examination Board --College-Level Examination Program--Study guides, Academic achievement
- Format
- Document (PDF)
- Title
- Adolescent relationships and their contributions to social and academic competence.
- Creator
- Jones-Hudson, Vonda Dionne, Florida Atlantic University, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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School success is associated with parent- and peer-relationships. To study the connection between these alliances and school success, 30 African-American and 30 European-American 6th graders were given the Relationship Closeness Inventory, Network of Relationships Inventory, Self-Perception Profile, Revised Class Play, and Youth Self-Report. A parent and best friend also completed surveys. Results show parent and peer support relates to the social competence of youth. Father support is...
Show moreSchool success is associated with parent- and peer-relationships. To study the connection between these alliances and school success, 30 African-American and 30 European-American 6th graders were given the Relationship Closeness Inventory, Network of Relationships Inventory, Self-Perception Profile, Revised Class Play, and Youth Self-Report. A parent and best friend also completed surveys. Results show parent and peer support relates to the social competence of youth. Father support is associated with female aggressive-disruptive behavior, and best friend support is associated with sensitive-isolated behavior in boys. African-American parents do more social events with their children than European-American parents do with their children. European-Americans and males have higher socioeconomic status than African-Americans and females.
Show less - Date Issued
- 1997
- PURL
- http://purl.flvc.org/fcla/dt/15436
- Subject Headings
- Child development, Parent and child, Social interaction in adolescence, Academic achievement, Friendship
- Format
- Document (PDF)
