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Title: Factors affecting success in organic chemistry.
Creator: Zaplatynski, Andrea Maria, Florida Atlantic University, Haky, Jerome E.
Abstract/Description: In this study we correlate academic and non-academic descriptors with Organic Chemistry final grades for students enrolled at a Florida public university. Using multiple regression analysis, the following predictors are analyzed for a sample population of 904 students: age, gender, ethnicity, academic classification, SAT scores, major, overall grade point average (GPA), semesters lapsed between courses, institution where General Chemistry was taken, prerequisite grades, and number of math and...
Show moreIn this study we correlate academic and non-academic descriptors with Organic Chemistry final grades for students enrolled at a Florida public university. Using multiple regression analysis, the following predictors are analyzed for a sample population of 904 students: age, gender, ethnicity, academic classification, SAT scores, major, overall grade point average (GPA), semesters lapsed between courses, institution where General Chemistry was taken, prerequisite grades, and number of math and science courses taken with their respective grades. Results indicate strong correlations exist between final grade in Organic Chemistry, GPA and General Chemistry final grade. Additionally, Organic Chemistry final grades correlate with academic course load and the type of institution where General Chemistry was studied. We believe these results can be employing as a tool for advising students in planning their academic programs.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13389
Subject Headings: Chemistry, Organic--Study and teaching, Education, Secondary, Regression analysis, Academic achievement--Education (Higher)--Florida
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: The comparison of three eighth-grade-to-ninth-grade transition programs in a South Florida high school.
Creator: Black, Kris Janet, Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study compared three groups of ninth grade students in a selected high school in South Florida. The three groups were ninth grade students who attended Blanche Ely High School in Broward County, Florida during the 1999--2001 school years. The first program is the Ninth Grade Learning Community Academy or LCA. This program was housed on the north campus of Broward Community College. The second program is the Environmental Science Technology Program or ESTP. This program parallels the LCA...
Show moreThis study compared three groups of ninth grade students in a selected high school in South Florida. The three groups were ninth grade students who attended Blanche Ely High School in Broward County, Florida during the 1999--2001 school years. The first program is the Ninth Grade Learning Community Academy or LCA. This program was housed on the north campus of Broward Community College. The second program is the Environmental Science Technology Program or ESTP. This program parallels the LCA program, but was housed on the main campus of Blanche Ely High School. The third group was randomly selected from ninth grade students who attended Blanche Ely High School's main campus. This random sample served as the control group. Factors that were associated with academic success such as low socio-economic status, an urban community, and ethnicity were represented equally in all groups. Special education students and those students who were classified as limited language proficiency were eliminated from this study. The purpose of this study was to determine which school environment had the most positive impact on eighth graders transitioning into the ninth grade as determined by GPA, attendance, and school climate. The significance of this research was generated by the fact that 38.2 percent of Broward County ninth graders failed to achieve a 2.0 GPA during the 1997--98 school year. The primary means of data collection for this study was through (a) transcript evaluation using grade point averages, (b) attendance records and (c) school climate survey attitudes. The data collected covered August, 1999 through February, 2001. The School Board of Broward County, Florida may determine through this study which environment was most beneficial to increasing student achievement, attendance, and school climate at the ninth grade level. There are currently 23 high schools in Broward County. Each high school enrolls approximately 800 to 1000 rising ninth graders each year and the number is growing (Broward Schools, 1999). The goal of the School Board of Broward County, Florida is to increase student achievement at all levels. By creating alternatives to the large traditional high school environment, students at the ninth grade level might be more successful in their academic pursuits thus raising the standards of excellence in the county.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11980
Subject Headings: Student adjustment, Academic achievement
Format: Document (PDF)

Title: A comparison of the outcomes of distance learning students versus traditional classroom students in the community college.
Creator: Rosenfeld, Georgette., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were...
Show moreThe purpose of this study was to compare the achievement and completion rates of students in traditional face-to face classrooms to that of students in the same courses, taught by the same instructors, via the Internet using WebCT as the learning management system. The possibility of a mediating effect of subject matter area, student age, race, gender and previous college experience was also examined. Subjects for the study were 796 students enrolled in general education courses that were offered in the traditional classroom setting and in the distance learning format. The three general education courses chosen were American History, English Composition and Mathematics for Liberal Arts. Approximately half of the students participated in each format; 50.5% were in distance learning courses and 49.5% were in the traditional face-to-face courses. Student achievement was determined by final course grade and tested using an independent two-sample t-test. Completion rates were calculated for both groups and the difference between groups was tested using a two-sample z-test. To study the impact of subject matter, age, race, gender and previous college experience on student achievement and completion rates in both methods of instruction, a series of two-way ANOVAs were conducted for each group and each variable. A post-hoc analysis using the Tukey HSD procedure was conducted on any variables that tested to have a statistically significant effect on the academic achievement or completion rate in either delivery method. The findings of this study indicate that there was no difference in student achievement as measured by final course grade between distance learning and traditional classroom delivery methods. The main effect for age, race, gender and previous college experience was statistically significant on student achievement. The interaction effect was statistically significant for subject matter and previous college experience on student achievement. There was a statistically significant difference between completion rates of students enrolled in traditional face-to-face courses compared to those in distance learning courses. The traditional courses have a higher completion rate than the distance learning courses. The variable with the greatest mediating effect on academic achievement and completion rates between delivery methods was subject matter area.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12148
Subject Headings: Computer-assisted instruction, Computer-assisted instruction--Design, Educational technology, Distance education, Internet in higher education, Academic achievement
Format: Document (PDF)

Title: The relationship of grade-level, socioeconomic status and gender to selected student variables.
Creator: Miller, Judith Christy., Florida Atlantic University, Weppner, Daniel B.
Abstract/Description: Students from Indian River Academy and Palm Vista Christian Schools were compared to determine what relationships and interactions existed among attitudes, values, personality traits, critical thinking skills, interests, and demographic characteristics such as grade level, socioeconomic status, and gender. Results of Study of Values, Junior/Senior High School Personality Questionnaire, Kuder General Interest Survey-E, Survey of Study Habits and Attitudes, and the Critical Thinking Appraisal...
Show moreStudents from Indian River Academy and Palm Vista Christian Schools were compared to determine what relationships and interactions existed among attitudes, values, personality traits, critical thinking skills, interests, and demographic characteristics such as grade level, socioeconomic status, and gender. Results of Study of Values, Junior/Senior High School Personality Questionnaire, Kuder General Interest Survey-E, Survey of Study Habits and Attitudes, and the Critical Thinking Appraisal were utilized to assess a sample of two hundred fourteen (214) pupils attending seventh through twelfth grades at Indian River Academy along with a sample of the one hundred twenty-five (125) students enrolled in seventh through twelfth grades at Palm Vista Christian School. A 2 x 2 x 2 ANOVA was employed to examine the differences between groups by age, socioeconomic status, and gender on attitudes, values, personality traits, interests, and critical thinking skills. No significant interaction occurred among socioeconomic status, grade level, and gender in values, attitudes, personality traits, interests, or critical thinking skills. None of the dependent variables proved to be significant when socioeconomic status was considered to be the main effect. Only the Critical Thinking Appraisal and selected subtests from the Survey of Study Habits and Attitudes revealed scores that were significantly different based upon grade level. Differences in study skills and attitudes were clearly evident between middle school and senior high school students with female middle school students dramatically outscoring the male middle school students and middle school students, in general scoring significantly higher than senior high students. Differences in critical thinking skills were also evident between middle school and senior high school students with senior high males and females outscoring those students in middle school classes. Univariate F tests indicated a highly significant difference exists between male and female responses with respect to affective characteristics. Further research should be performed to assess behavioral character and other affective characteristics to identify instructional implications of learner differences.
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Date Issued: 1990
PURL: http://purl.flvc.org/fcla/dt/12265
Subject Headings: Academic achievement, Prediction of scholastic success, Students--Rating of, Youth--United States--Social conditions
Format: Document (PDF)

Title: The Relationship of Parent Involvement on Student Achievement.
Creator: Jerome, Bonnie Peyton, Pisapia, John, Florida Atlantic University
Abstract/Description: This study investigated the relationship of the use of parent involvement strategies and school performance and how contextual factors affected this relationship. The study employed a non-experimental quantitative design with the school as the unit to frame its data collection and analysis. The Parent Involvement Inventory ( PII) was field-tested with the Broward County Schools to check reliability and validity. Results revealed a .72 Cronbach alpha score for the instrument. The variables...
Show moreThis study investigated the relationship of the use of parent involvement strategies and school performance and how contextual factors affected this relationship. The study employed a non-experimental quantitative design with the school as the unit to frame its data collection and analysis. The Parent Involvement Inventory ( PII) was field-tested with the Broward County Schools to check reliability and validity. Results revealed a .72 Cronbach alpha score for the instrument. The variables studied were (a) parental involvement strategies, (b) school performance, and (c) contextual factors. Six parent involvement categories were investigated and divided into sub-categories to answer the research questions. Seventy-eight K-12 schools in Palm Beach County, Florida formed the sample for the study with a response rate of 71 percent. Data were first collected on the parental involvement strategies used by the schools then related to school performance. The major data collection instrument- Parent Involve Inventory (Pll) was designed to correspond with the following purposes of the study: (a) To determine the difference in type and frequency of parent involvement strategies and (b) to develop a model based on these actions that can be used by principals to increase their school's parent involvement. The data collected was analyzed using Statistical Package for Social Sciences (SPSS) version 11.0 through descriptive statistics, multiple regression, and correlations to determine if significant relationships existed. The analyses identified the parent involvement strategies that improve student achievement: (a) Communicating, (b) learning at home, (c) regular homework, (d) participation in PTA, and (e) information about community arts and school performance. In addition, the analyses identified contextual factors that increased the relationship of parent involvement and school performance, such as (a) students with disabilities; (b) multiple parent involvement staff moderated learning at home strategies; and (c) school level moderated parenting and decision making strategies. Conclusions, implications for practice, and future research are discussed.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000671
Subject Headings: Parent and child--Education--United States, Parental influences--United States, Academic achievement, Education--Parent participation
Format: Document (PDF)

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)

Title: Concurrent Enrollment and Academic Performance of Community College English Language Learners.
Creator: Johnson, Stephen R., Floyd, Deborah L., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Community colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing...
Show moreCommunity colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing demand for college graduates in today's workforce, language minority students, like their native English-speaking (NES) counterparts, need to leave college with vendible work credentials. Community colleges need practical and affordable ways to improve learning and degree completion rates of their English language learners. College ESL programs face two key challenges in realizing this goal: (1) providing quality language preparation for college-bound E LLs, and (2) developing efficient ways to deliver curricula to a student population that has limited financial resources and time. This was a single institution case study that investigated two ESL curriculum models at a large urban community college. The study compared the academic performance and persistence of ELL students who studied in a sheltered ESL curriculum to ELL students who studied in a concurrent enrollment ESL curriculum that combined college-level courses with advanced ESL study. The researcher analyzed student data from college archives: transcript data, admission data, and course performance results. Data from three student groups were salient to the study -- students in concurrent enrollment courses (partially-mainstreamed ESL students), students in traditional ESL courses (not mainstreamed), and native English speakers in freshmen-level general education courses. The study described the relationship between the two types of ESL curriculum and the academic performance and persistence of ELL students in each program. Findings showed that advanced ELL students were able to successfully complete select college courses as they finished their ESL program. Results indicated that early access to college courses motivated students to persist. This study can help ESL practitioners and administrators in higher education determine if a concurrent enrollment curriculum model is a viable alternative for intermediate and advanced level ELL students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004509, http://purl.flvc.org/fau/fd/FA00004509
Subject Headings: Academic achievement, Community colleges -- Administration -- Evaluation, Community colleges -- Curricula, English language -- Study and teaching -- Foreign speakers -- Education (Higher), Second language acquisition
Format: Document (PDF)

Title: Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers.
Creator: Kerr, Rebecca., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or...
Show moreThe purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360802
Subject Headings: Science, Study and teaching (Middle school), School management and organization, Computer-assisted instruction, Academic achievement, Evaluation, High technology and education
Format: Document (PDF)

Title: Effects of an interactive computer-based reading strategy on student comprehension.
Creator: Worrell, Jamie L., College of Education, Department of Exceptional Student Education
Abstract/Description: The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to...
Show moreThe computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and expository text. The majority of schools now use computer-based testing to measure students' progress for end of the year exams. Additionally, schools are also delivering state-wide assessments like the Florida Comprehension Assessment Test through computer-based testing instead of paper-pencil testing. There is little research to indicate whether computer-based assessments are an effective way to measure student progress. This study investigated the effects of an interactive computer-based reading strategy on student comprehension for both expository and narrative passages. The intervention evaluated students' percentage of learned strategy use and comprehension accuracy for expository computer-based passages. Additionally, the intervention measured whether students generalized the learned strategy when given a paper-pencil narrative passage and whether generalization of strategy use improved comprehension vi accuracy. This study used an A-B-A-B design across participants, with a follow-up phase. The results from the data showed that all students made significant increases in strategy use from baseline to follow-up. Additionally, all the students had an increase in comprehension accuracy from baseline to follow-up for both computer and paper-based passages. All students were able to generalize successfully the strategy use to narrative passages, and improved their comprehension accuracy of narrative passages. The effects of the study suggest the value of teaching students the interactive computer-based reading strategy for students who struggle with passage comprehension.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3322518
Subject Headings: Reading comprehension, Computer-assisted instruction, Educational tests and meausrements, School improvement programs, Academic achievment, Reading, Ability testing, Computer-assisted instruction
Format: Document (PDF)

Title: The Effect of Teacher Cognitive and Behavioral Agility on Student Achievement.
Creator: White, Mary K., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking...
Show moreThe purpose of this study was to determine if teachers who use thinking and leading actions have higher student achievement as measured by the teacher’s Value Added Measure (VAM) score. A quantitative non-experimental design investigated the relationships between teacher cognitive and behavioral agility and student achievement. Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers (STQT ), refers to the leader’s ability to use their repertoire of thinking skills. Behavioral agility, measured with the Strategic Leadership Questionnaire for Teachers (SLQT ), denotes the leader’s ability to use a wide array of leader influencing actions. Teachers were surveyed and the data were analyzed through correlation and multiple regressions to determine the relationship among the variables. Although the cognitive and behavioral agility was not correlated with a teacher’s VAM score, the results indicate that teachers do perceive themselves as leaders in their classrooms. Educational leadership certification, higher degrees, and years experience of a teacher did moderate the relationship between local VAM and both cognitive and behavioral agility. The sub-scales of systems thinking and transforming of the survey instruments also were significant to the results. Theoretically, this study contributes to the teacher leadership literature, focusing on the classroom teacher and their effect on student achievement. Practically, with educational accountability changing the landscape, school districts should train teachers to engage in leadership skills, reward teachers for earning a Master’s degree in leadership, and work to retain high quality teachers who are leaders within their classroom. Greater student achievement could be the result.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004886, http://purl.flvc.org/fau/fd/FA00004886
Subject Headings: Teachers--Rating of., Teacher-student relationships., Teacher effectiveness., Master teachers., Effective teaching., Performance standards., Classroom management., Academic achievement--Evaluation.
Format: Document (PDF)

Title: The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.
Creator: Pomerantz, Rina, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual...
Show moreAlmost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in the enrollment of students of Hispanic and other ethnic backgrounds in U.S. post-secondary institutions between 1976 and 2013 (from 4% to 16%) (National Center for Education Statistics NCES, 2016). Until now, no systematic research has focused on the differential effects of selfefficacy on academic achievement in monolingual and bilingual undergraduate college students. The present study aimed to investigate this relationship, as well as contribute additional insight on whether the academic self-efficacy of monolingual and bilingual undergraduate college students plays a role in their academic success specifically in science and math courses. Additionally, the findings of this research study were expected to provide data to inform the development of educational programs that might specifically target monolinguals or bilinguals in enhancing students’ self-efficacy. Seven instructors of foundational undergraduate science courses and math courses at a southeastern university agreed to contribute to the study by asking their students for their voluntary participation in the data collection. A total of 361 students participated in the study. Overall, 256 (70.9%) participants reported being monolingual and 105 (29.1%) reported being bilingual; 335 (92.8%) students were enrolled in science courses and 26 (7.2%) were registered in math courses; 237 (65.7%) were female students and 124 (34.3%) were male. Demographics, self-efficacy, and sociolinguistic data were collected using the Self-Efficacy Research Study Online Questionnaire. Final science and math grades were also collected from the instructors at the end of the semester for all students who volunteered to participate in the study. The findings of this research study revealed that the self-efficacy levels of undergraduate college students in science and math predict their academic achievement in these subjects. They also showed that the self-efficacy levels of bilingual participants are higher than those of their monolingual counterparts. Findings also indicated that when the relationship between final grade and self-efficacy was examined separately in each linguistic group the correlation was significant and positive for monolinguals.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004753, http://purl.flvc.org/fau/fd/FA00004753
Subject Headings: Self-efficacy., Control (Psychology), Academic achievement--Psychological aspects., Education, Bilingual., Science--Study and teaching (Higher), Mathematics--Study and teaching (Higher)
Format: Document (PDF)

Title: The impact of teacher retention on student achievement in high school mathematics.
Creator: Rodriguez, Francisco J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the relationship between teacher retention and student achievement as measured by the Florida Comprehensive Achievement Test (FCAT) Math Developmental Scale Scores (DSS). This study examined the impact of teacher transience on high school student math scores over a three-year period and considered the effect of teacher years of experience in relation to transience and achievement. For the purposes of this study teachers were identified into the...
Show moreThe purpose of this study was to examine the relationship between teacher retention and student achievement as measured by the Florida Comprehensive Achievement Test (FCAT) Math Developmental Scale Scores (DSS). This study examined the impact of teacher transience on high school student math scores over a three-year period and considered the effect of teacher years of experience in relation to transience and achievement. For the purposes of this study teachers were identified into the following four classifications: Stayers, Within District Movers, Cross District Movers, or Beginning teachers. The findings indicated that students of beginning teachers scored significantly lower on the ninth grade math test than students of teachers in the other three classifications. At the 10th grade level there was no significant difference among the teacher transience groups. Based upon the findings, the following conclusion resulted from the study. Since an analysis of the data indicated that teacher retention is likely to improve ninth grade student score gains on the FCAT Math assessment, it is recommended that High School administrators carefully review the teaching assignments of ninth grade math teachers, especially in this era of high stakes testing and accountability.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/369393
Subject Headings: Florida Comprehensive Assessment Test, Academic achievement, Teacher turnover, Teacher effectiveness, Mathematics, Study and teaching (Secondary)
Format: Document (PDF)

Title: A study examining the impact of vocabulary instruction on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course.
Creator: Robson, Jodi McGeary., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to examine the effects of four instructional methods - context clues, definition, elaboration technique, or word parts and word families- on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course. The study investigated whether performance in any or all of the four instructional methods was moderated by age or language. Seventy-three respondents participated in the study. Participants were enrolled in one of...
Show moreThe purpose of this study was to examine the effects of four instructional methods - context clues, definition, elaboration technique, or word parts and word families- on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course. The study investigated whether performance in any or all of the four instructional methods was moderated by age or language. Seventy-three respondents participated in the study. Participants were enrolled in one of five sections of College Reading Preparatory II (REA0002) offered in the Spring of 2009 at Indian River State College in Fort Pierce, Florida. All five sections of REA0002 were taught by the same professor, a tenured faculty member, chair of the developmental reading department and Associate Professor of Developmental Reading at Indian River State College. The instruction and tests in all five sections of REA0002 were consistent with the research design which insured continuity and consistency in the use of the four instructional methods. All participants received the same treatment and quizzes. During the course of the study, participants first received a pretest, then the treatment or instruction, followed by an instructional quiz, and a delayed post-test was administered at the end of the study. An analysis of the data, which included the pretest, instructional quizzes with four quizzes independently and then combined for an aggregate score for an immediate post-test, and the delayed post-test, yielded mixed results. The four instructional quizzes independently showed definition instruction to have the highest positive impact on student learning. In a measure of gains from pretest to instructional quizzes immediately after treatment, significant improvement in student learning was found only with word parts instruction., In a measure of performance from pretest to immediate post-test (aggregate score of instructional quizzes) there was a significant gain in students' vocabulary competence, and from pretest to delayed post-test there was a significant decrement in students' vocabulary competence. Age and language moderated vocabulary competence. Further tests of equivalency were mixed and should be interpreted cautiously, as there were a very small number of students in the group of 25 years or older and non-native English speakers.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/369389
Subject Headings: Language and languages, Study and teaching, Academic achievement, Language experience approach in education, Educational tests and measurements, Vocabulary, Study and teaching
Format: Document (PDF)

Title: The Beliefs of Advanced Placement Teachers Regarding Equity and Access to Advanced Placement Courses: A Mixed-Methods Study.
Creator: Igualada, Mirynne, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience...
Show moreThis mixed methods study of teachers' beliefs about Advanced Placement (AP) equity and access policies occurred in Sunshine County School District, a large south Florida school district that had received accolades for leading the nation in access and equity in AP. Drawing on social reconstructionism, this study framed AP as an acceleration mechanism with the potential to increase students' prospects for social advancement. These policies have resulted in a more diverse classroom experience through nontraditional student participation in AP courses. The purpose of this embedded case study was to examine the relationship between beliefs held by AP teachers in regard to the implementation of equity and access policies, as well as to what extent these beliefs may support or hinder the execution of such policies and procedures. The study occurred in three phases and consisted of document analysis, a survey and interviews. Surveys collected from 176 AP teachers in the district yielded quantitative data on AP teachers' beliefs regarding equity and access and the subsequent implementation of equity and access policies. Qualitative data regarding beliefs surrounding equity and access policies and the potential challenges these policies may pose were collected through open-ended survey questions, document analysis, and interviews with eight teachers at two selected high schools representing the highest and the lowest access rates to AP in the district. The findings indicated that AP teachers support equity and access policies in AP. Despite these beliefs, there is evidence that such policies are not consistently implemented across schools and particularly in STEM-related content areas. The analysis of both quantitative and qualitative data led to the conclusion that the historic tension between elitism and equity that surrounds the AP program currently is fueled primarily through state accountability measures. Implications and suggestions for future research are related to policy changes regarding the revision of the state of Florida grading system and district-level procedural changes in relation to the design of school-based professional development and development of clear AP pathways that support access among underrepresented students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004506, http://purl.flvc.org/fau/fd/FA00004506
Subject Headings: Academic achievement -- Florida, Advanced placement programs (Education), Critical pedagogy, Discrimination in education, Expectation (Psychology), High schools -- Curricula, Prediction of scholastic success
Format: Document (PDF)

Title: The Impact of Voluntary Remediation on Gateway Course Success and Minority and Low-Income Students in Florida Colleges.
Creator: Pain, Karen D., Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and on minority or low-income students in Florida. The study was prompted in 2013 when the Florida Senate exempted most students entering the Florida College System from placement testing or developmental education regardless of their skill level. A quantitative design compared the gateway course success of 10,703 exempt students in 2014 and 2015 to...
Show moreThe primary purpose of the study was to explore the potential impact of voluntary remediation on success in ENC1101 and MAT1033 (gateway courses) and on minority or low-income students in Florida. The study was prompted in 2013 when the Florida Senate exempted most students entering the Florida College System from placement testing or developmental education regardless of their skill level. A quantitative design compared the gateway course success of 10,703 exempt students in 2014 and 2015 to the success of 8,644 students who would have been exempt had the law been in effect when they completed their gateway courses in 2012 and 2013. Data were collected from three FCS institutions. Using Astin and Astin's 1992 Input-Environment-Outcome model (Astin & Astin, 1992), independent variables included demographics, such as race and Pell grant eligibility, and prior academic performance, as well as enrollment status and remedial course decisions and perf ormance. The study found the policy to have a statistically significant (α = .05) negative effect on student success in the gateway courses. The voluntary remediation policy that was in part enacted to improve college completion rates threatens to have the opposite effect. The results show that fewer proportions of students were successful (grade of C or higher) in both courses once remediation became voluntary (12.8% decrease for English; 19.3% decrease in math). The study revealed a need for further research to investigate the degree of this impact on minority and low-income students. The results also suggested a need for more research to learn which students are likely to benefit, or not, by taking a remedial course. Of the students in the study who voluntarily took a placement test and scored below credit level, 11.3% chose remediation before taking ENC1101 and 24.5% chose remediation before taking MAT1033. Of those students, most who earned an A or B in the remedial course were successful in the credit courses; most who did not earn at least a B in the remedial course were unsuccessful at the credit level. Results were significant (α = .05), and effect sizes were moderate (.344 for English; .430 for math).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004531, http://purl.flvc.org/fau/fd/FA00004531
Subject Headings: Academic achievement -- United States -- Florida, Developmental studies programs -- United States -- Florida, Educational attainment -- United States -- Florida, Remedial teaching, School failure -- Prevention, Universities and colleges -- Florida -- Administration
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 effect of student participation in student success skills on pro-social and bullying behavior.
Creator: Mariani, Melissa A., College of Education, Department of Counselor Education
Abstract/Description: The purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after...
Show moreThe purpose of the current study was to examine differences in pro-social behaviors, bullying behaviors, engagement in school success skills, and perceptions of classroom climate between grade 5 students in the treatment group who received the Student Success Skills (SSS) classroom guidance program (Brigman & Webb, 2010) and grade 5 students in the comparison group who did not receive the intervention. School counselors in the treatment schools implemented SSS with students in grade 5 after being trained in the manualized use of the program and other study-related procedures. The study followed a pre-post quasi-experimental design employing various self-report measures of behavior (PRQ, SE-SSS, MCI-SFR, and TMCI-SF). A series of ANOVA and ANCOVA analyses were then conducted to determine if there were statistically significant differences between the groups. Effect size estimates were also calculated for each measure. The data supported the SSS classroom guidance program as a viable intervention for positively affecting student behavior. Significant differences were noted between the treatment and comparison schools in the following areas: (a) increased pro-social behaviors, (b) decreased bullying behaviors, (c) increased engagement in school success skills, and (d) student perceptions of improved classroom climate. This study provides empirical support showing that students who are taught skills in key areas evidence benefits across several outcomes. The study also indicates that aggressive behaviors, like bullying, can be influenced by programs that do not specifically target those behaviors. 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/3318678
Subject Headings: Academic achievement, Bullying in schools, Psychological aspects, Educational counseling, Social skills in children, Self-management (Psychology) for children
Format: Document (PDF)

Title: The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
Creator: Leon, Ana Maria., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187214
Subject Headings: Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
Format: Document (PDF)

Title: Reading, writing, and privatization: the narrative that helped change the nation's public schools.
Creator: Meyers, Merrie Elyn., Dorothy F. Schmidt College of Arts and Letters, Department of Sociology
Abstract/Description: The face of North America's public education system is changing. Across the United States, hundreds of thousands of students have migrated away from traditional public school into charter schools. While both are considered public schools, often that is where the similarity ends. Claims and counter claims have been made about the virtues and advantages of a charter school versus the traditional public school. This study, focused on the nation's sixth-largest school system in Broward County,...
Show moreThe face of North America's public education system is changing. Across the United States, hundreds of thousands of students have migrated away from traditional public school into charter schools. While both are considered public schools, often that is where the similarity ends. Claims and counter claims have been made about the virtues and advantages of a charter school versus the traditional public school. This study, focused on the nation's sixth-largest school system in Broward County, Florida, compares comments from stakeholders involved in charter programs to feedback from those still involved in the traditional public system. Three hypotheses are evaluated including: whether traditional schools are not adequately serving the needs of students; whether charter schools are better at serving student needs; or people believe that charter schools are doing a better job at serving the needs of students. Evidence suggests that while each model of education has its advantages and disadvantages, neither clearly provides a ""better" opportunity for students. Conclusions are that consumer perceptions are driving the shift in enrollment. This is attributed to the narrative about "choice" created by charter school advocates that aligns with American ideologies of liberty, freedom and independence. Ultimately, it is argued that the deconstruction of the traditional public education system is part of a larger effort to shift selected rights and privileges out of the public sphere and back into private control. For traditional public schools to regain momentum, they must learn to control the narrative and ultimately public policy and public opinion about our nation's public schools.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360949
Subject Headings: Charter schools, Evaluation, Public schools, Evaluation, School choice, Evaluation, Academic achievement, Evaluation
Format: Document (PDF)

FAU Theses and Dissertations (111)	+ -
FAU Graduate Student Research (1)	+ -

Academic achievement (63)	+ -
Educational tests and measurements (9)	+ -
School improvement programs (8)	+ -
Motivation in education (7)	+ -
Academic achievement. (6)	+ -

Florida Comprehensive Assessment Test (6)	+ -
Computer-assisted instruction (5)	+ -
Academic achievement--Psychological aspects (4)	+ -
Education (4)	+ -
Educational equalization (4)	+ -
Educational leadership (4)	+ -
Evaluation (4)	+ -
Intelligence levels (4)	+ -
Learning, Psychology of (4)	+ -
Prediction of scholastic success (4)	+ -
Psychological aspects (4)	+ -
School management and organization (4)	+ -
Academic achievement--Evaluation (3)	+ -
Academic achievement--Florida (3)	+ -
Motivation in education. (3)	+ -
Students--Self-rating of (3)	+ -
Teacher-student relationships. (3)	+ -
Academic achievement -- United States (2)	+ -
Academic achievement--Evaluation. (2)	+ -
Academic achievement--Measurement (2)	+ -
Academic achievement--United States (2)	+ -
Affective education (2)	+ -
Age groups (2)	+ -
Algebra--Study and teaching (Higher) (2)	+ -
Charter schools (2)	+ -

United States (8)	+ -
Florida (6)	+ -
Academic achievement--Florida--Evaluation (2)	+ -
Educational tests and measurements--Florida (2)	+ -
Academic achievement--Florida (1)	+ -

Academic achievement--Florida--Broward County (1)	+ -
Academic achievement--Florida--Palm Beach County (1)	+ -
Block scheduling (Education)--Florida (1)	+ -
Broward County (1)	+ -
Charter schools--Florida--Broward County (1)	+ -
Cognitive styles--Florida--Palm Beach County--Case studies (1)	+ -
Curriculum planning--Florida (1)	+ -
Educational leadership--Florida (1)	+ -
Educational leadership--Florida--Broward County (1)	+ -
Educational leadership--United States (1)	+ -
Florida Comprehensive Assessment Test (1)	+ -
High school environment--Florida--Broward County (1)	+ -
High schools--Florida--Palm Beach County (1)	+ -
Individualized instruction--Florida--Palm Beach County--Case studies (1)	+ -
Mathematics--Study and teaching (Middle school)--Florida--Palm Beach County--Case studies (1)	+ -
Motivation in education--Florida (1)	+ -
Motivation in education--Florida--Palm Beach County (1)	+ -
Ninth grade (Education)--Florida--Broward County (1)	+ -
Palm Beach County (1)	+ -
Reading (Elementary)--Ability testing--Florida (1)	+ -
Schedules, School--Florida--Palm Beach County (1)	+ -
School improvement programs--Florida--Broward County (1)	+ -
School improvement programs--United States (1)	+ -
School management and organization--Florida--Broward County (1)	+ -

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