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