The purpose of this study was to assess the efficacy of a course in Intrapersonal Relationships on the academic self-concept of a group of high risk, first quarter matriculates. Self-concept theorists assert that the perceptions people hold of themselves (their self-concept) impose functional limits on what individuals will attempt and achieve. If students with marginal academic potential, as measured by the traditional criteria, SAT scores and class rank, are to persist in college, remedial assistance along with self-concept enhancement work, would seem to be imperative.A review of the related literature revealed a plethora of studies examining the influence of some treatment variable on global self-concept and/or achievement; however, few studies investigated the effect of that treatment variable on academic self-concept.The sample used in this study consisted of 158 students, enrolled in Ball State University, who were under the auspices of the Academic Opportunity Program (AOP). This is a program designed to provide academic assistance to students who score between 310 to 340 on the SATverbal section and rank below the 50th percentile exclusive of the lowest 10th percentile of the high school graduating class.Because of administrative policy set forth by the AOP director, random assignment to group was not employed.Those students who scored within the zero through 10th percentile on the SAT sub-tests (composite scores on reading, vocabulary, and Test of Standard Written English) were required by the director of the AOP to take Intrapersonal Relationships, CPSY 130. These students comprised the experimental group.A control group was comprised of students enrolled in Career and Life Planning, CPSY 110 or Interpersonal Relationships, CPSY 230. All classes were taught by doctoral fellows in the Department of Counseling Psychology and Guidance Services.All students completed the Academic Self-Concept Scale (ASCS) in their respective classes during the first week of fall quarter, 1982. This instrument served as the pretest and posttest. The posttest was administered during the last week of classes fall quarter, 1982 -- 10 weeks later.Statistical analyses were computed through the use of analysis of covariance. The covariates were: pretest scores, SAT verbal scores, SAT math scores, and class rank measured in percentiles. One hypothesis was tested: there will be no significant differences between students participating in treatment and control groups on the posttest measure of academic self-concept as measured by the ASCS. This hypothesis failed to be rejected at the .05 level of significance. Experimental subjects did not demonstrate a significantly higher academic self-concept than control subjects after completing a 10 week course designed to help students recognize and free themselves from self-limiting patterns of behavior.

This quantitative study has two purposes. The primary purpose of this study was to investigate how teachers’ perceptions of principals’ instructional leadership affects student achievement in Texas suburban elementary schools. The secondary purpose of the study was to learn whether school demographic variables or prior achievement predict the level of instructional leadership elementary school teachers report for their principals. The primary outcome of instructional leadership was the achievement of fifth grade students who attended five select suburban elementary school districts in Texas for the 2011 – 2012 school year. The data collected for this research examined the two-year performance of the fifth grade students on their Texas Assessment of Knowledge and Skills reading test. Data were also collected from pre-kindergarten through fifth grade elementary teachers who attended one of the 97 participating schools from the five school districts. The teachers completed a voluntary survey during a faculty meeting. The survey asked teachers to report their perceptions of instructional leadership. The survey questions tapped four primary areas of instructional leadership: setting goals, providing professional development, monitoring and providing feedback, and establishing high standards. The main hypothesis was that instructional leadership would have a direct effect on student achievement. A variety of statistical techniques, such as factor analysis and multilevel analyses, were utilized for this study. A factor analysis method was used to create a measure of degree for instructional leadership in schools and multiple regression methods were utilized to test the relationship between instructional leadership and school SES, ethnicity, and prior achievement. This study found a modest direct relationship between instructional leadership and reading achievement. More specifically, teachers’ perceptions of instructional leadership were a marginally statistically significant and positive predictor of between school variation in student achievement in reading. Additionally, the study revealed that the school socioeconomic status, ethnic composition, and prior achievement do not predict instructional leadership. Implications of the findings for future research and practice are discussed.

Thesis(M.S.)--Auburn University, 2006. / Abstract. Includes bibliographic references.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 71-81).

Dissertation (Ph.D.)--Auburn University, 2003. / Abstract. Vita. Includes bibliographic references (p.55-75).

Thesis (M. Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 57-61).

Thesis (Ph. D.)--University of Nevada, Reno, 2008. / "December, 2008." Includes bibliographical references (leaves 106-118). Online version available on the World Wide Web.

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 57-61). Also available in print.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.