by Clara Chan King Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1979. / Includes bibliographical references. / Chapter CHAPTER I --- EDUCATIONAL TELEVISION AS A MEDIUM OF EDUCATIONAL COMMUNICATION / Introduction --- p.1 / Advantage of Television in Teaching --- p.2 / Disadvantage of Television in Teaching --- p.7 / The Effectiveness of ETV in Teaching --- p.10 / The Adoption of ETV as Problematic --- p.14 / The Aim of This Study --- p.15 / Outline of the Following Chapters --- p.16 / Chapter CHAPTER 2 --- THEORIES ON INNOVATION DIFFUSION / Atomistic Approach --- p.19 / Process Approach --- p.21 / Systemic Approach --- p.25 / Conclusion --- p.32 / Chapter CHAPTER 3 --- EDUCATION TELEVISION: AN EDUCATIONAL INNOVATION IN HONG KONG --- p.34 / Chapter CHAPTER 4 --- THE SAMPLE AND HYPOTHESES / Sampling Procedures --- p.52 / Dependent and Independent Variables --- p.58 / Hypotheses --- p.66 / Chapter CHAPTER 5 --- DISCUSSION AND CONCLUSION --- p.84 / Recommendations for Further Studies --- p.93 / APPENDICES / Chapter I --- First Letter to Headmaster --- p.95 / Chapter II --- Second Letter to Headmaster --- p.96 / Chapter III --- The Questionnaire --- p.97 / Chapter IV --- Teachers' Personal Characteristics Tested by F Distribution --- p.99 / Chapter V --- Tables presenting Distribution of Data Collected by The Questionnaire --- p.100

<p> School reforms in the 21st century led the educational systems in the United States to raise levels of achievement in order to compete globally with international students. The intention of the No Child Left Behind (NCLB) initiative was to reduce the achievement gap among student subgroups, compared to high achieving students. The School Improvement Grant (SIG) served as a funding resource for underperforming schools to quickly improve academically. Schools underperforming for five consecutive years received mandates from the state and federal governments to select a turnaround model to increase student achievement. </p><p> This mixed methods study investigated the implementation of the turnaround model, while improving leadership characteristics, raising student achievement, engaging professional learning communities, and retaining teachers in a Midwestern public high school. A qualitative study was conducted with two focus groups, one with parents and the other with teachers. Both groups were critical with EGJ High School regaining its accreditation status. The themes that emerged were similar across both focus groups and featured theories of educational frameworks needed to increase student results. </p><p> A quantitative study was also conducted by surveying parents, teachers, assistant principals, and instructional coaches to analyze their perceptions on the way leadership guided turning around the school. Underperforming schools were always seeking ways for school improvement. The data and results from this study specified support systems required for a successful turnaround school.</p><p>

<p> Higher achievement scores, skill building, and closing the achievement gap are all anticipated results when providing academic interventions to students. When using Response to Intervention (RtI), a three tiered model where academic interventions are provided systematically to improve student outcomes, teachers would expect academic success from students. However, one middle school is experiencing positive unintended consequences that are lifelong skills students need to succeed. Accountability, self-advocacy and relationship building are all components that have been reported by teachers who are using BOOST, a RtI model created uniquely to fit the needs of a middle school in the Midwest. BOOST stands for Broadening Opportunities to Obtain Superior Thinking; it is a tier two academic intervention program. This qualitative study used focus groups and interviews to gain perceptual data regarding the use of a tier-two academic intervention model.</p><p>

<p> Youth in foster care experience significant deficits in their educational journey due to their experienced trauma and involvement in the child welfare system. The unique challenges for this at-risk group include lags in academic progress, increased disciplinary and special education referrals, frequent mobility and transition in home and educational settings, and decreased opportunities for post-secondary education and employment. This study looks at these needs through the lens of Maslow&rsquo;s Hierarchy of Needs, that through fulfillment of lower-tier basic and psychological needs foster youth will reach the upper tier of self-actualization where learning can take place. Based on the idea that all foster youth have experienced some level of trauma, with many having experienced moderate to severe trauma, the researcher aimed to determine the types of trauma informed interventions which best met the needs of youth in foster care with a specific focus on an existing mentorship program. This study intended to determine whether this form of intervention adequately met the social-emotional and academic needs of foster youth. To this end, surveys, focus groups, and individual interviews were conducted with primary stakeholder groups of teachers, mentors, foster parents, and former foster youth over the age of 18. The results demonstrate positive effects from an on-site staff mentor, as long as they receive sufficient training in the specific needs of foster youth and understand the importance of confidentiality. With these concerns addressed, mentorship programs serve the unique needs of foster youth within the secondary academic setting.</p><p>

<p> The purpose of this study is to examine the influences certain factors have on the mathematical motivation beliefs of students in a predominantly African American setting. Mathematical motivation beliefs, for the purpose of this study, are defined as the components mathematical self-efficacy and mathematical value, both represented as dependent variables in the study. 4 independent variables were studied as potential influences regarding mathematical motivation beliefs. The variables included parental influences, teacher influences, mathematical anxiety, and the environment/setting. This research was conducted using 2 high schools in a rural area in East Mississippi. The 1^st high school was predominantly African American and the 2^nd high school was predominantly Caucasian. 4 scales were selected for this research study. The Mathematics Confidence Scale, developed by Dowling (1978), Mathematics Problems Performance Scale (Dowling, 1978), Fennema-Sherman Mathematics Attitude Scale (Fennema, 1976), and My Class Activities Survey (MCA, Schweinle &amp; Mims, 2009) were all used. Findings revealed that teacher influence predicted the mathematical motivation beliefs of students in a predominantly African American school environment the most. Findings also indicated that math anxiety significantly predicted math value and self-efficacy in both classroom environments. Lastly, findings revealed that mathematical problem solving was significantly predicted by mathematical self-efficacy for students in a predominantly African American environment.</p>

<p> This dissertation study examined how adolescent students who identify as Black, i.e., African American, Caribbean American, and African, in an urban comprehensive public high school characterized their relationships with literacy. A narrative analysis methodological framework was utilized to trace and document students&rsquo; formative primary and secondary exposures to reading and writing. The theoretical lenses of New Literacy Studies and critical literacy were employed to elucidate the in school and out-of-school literacy experiences of these minoritized adolescents and to determine how those experiences influenced their attitudes about literacy. Drawing upon multiple data sources: 1) literacy autobiographies; 2) semi-structured interviews; 3) 8^th grade English Language Arts (ELA) Pennsylvania System of School Assessment (PSSA) scores; and 4) 9^th grade fall and spring semester ELA report card grades, enabled me to capture a rich, nuanced description of the scholars&rsquo; literacy identities and development, academic achievement, and relationships with academic literacies.</p><p> Several provocative thematic patterns emerged from this study. Some of the most striking findings detailed how many of the scholars: a) self-identified as authors and had a personal affinity for writing; b) grew up with a strong sense of intergenerational literacies at home; c) developed an astute cognizance about diverse literary genres and text selection in order to avoid boredom; d) enacted multiliteracies and engaged in online (me)search to access supplemental curricular resources, search for spiritual understanding and enlightenment, research background information for personal writing projects, and to engage in the independent study of extracurricular activities like teaching oneself another language, ballet, and Pilates. Another key finding revealed that several students overcame being held back a grade, and did not allow that experience to define their literacy or academic identities.</p><p> The analysis of the students&rsquo; complex literacy profiles showcased that overall these Black adolescents had positive and intimate identifications with literacy. More importantly, their narratives served as counter-narratives to the dominant discourses about Black youth as their literacy practices painted a very different portrait of Black adolescent literacies and intellectualism; even though, many of the essential elements of their academic and literacy identities were nearly undetectable by school records and transcripts.</p>

<p> The purpose of this study was to analyze how high schools in the state of Missouri&rsquo;s rural, suburban, and urban areas were preparing students for post-secondary education and career readiness. The researcher analyzed the state of Missouri secondary data gathered from the 2013 through 2017 school years, in urban, suburban, and rural high schools. The researcher also surveyed school guidance counselors and administrators. The data represented consisted of ACT Composite Scores, Annual Performance Reports, Post-Secondary Placements, Career and Technical Education Placements, Dropout Rates, and Graduation Rates. This examination utilized a mixed method study to gain an understanding of each school&rsquo;s delivery method, as well as factual data. Such an investigation was undertaken to understand how each targeted school was performing and what areas needed improvements. </p><p> The results of the study indicated that there were multiple elements that may be causing urban school students to perform less than their counterparts, and suburban schools to outperform rural and urban schools. Suburban students had the highest score for meeting or exceeding the minimum ACT score, rural schools came second, and urban schools had the lowest scores. Rural schools had the highest number of students attending Technical Schools after graduation. Data also indicated that counselors from rural schools felt that an unsuccessful strategy was verbally telling students to apply to college, and that universal programs did not work well with their students. Suburban school counselors felt their caseloads were too large, which limited the 1-1 interaction that students needed. Urban school counselors felt that getting parents involved was a challenge and students had high levels of trauma, which led to difficulty in focusing on college or career options.</p><p>

The purpose of this study was to examine the degree to which cooperative learning affects the active participation or engagement of students in the classroom. Previous research has found that students were more engaged during lecture and classroom discourse methods of instruction (anderson & Scott, 1978). This study attempted to determine whether the instructional strategy of cooperative learning affected this result.;The sample for this study was selected from the students of two English and two social studies teachers for each instructional method (cooperative learning, lecture, and classroom discourse). Videotapes were made of each teacher's class for analysis. Each class had five students whose engagement levels were studied. The participants were students at a suburban high school in southeast Virginia.;Percent of time engaged in the learning process was estimated by dividing the number of behaviors coded as task-relevant by the total number of behaviors coded. After the rate of engagement of each instructional strategy was determined, a one-factor between-subjects design with three levels of the dependent variable, engagement of students, was used. Planned comparisons using the multiple F test were used to analyze the engagement rates for each of the three instructional strategies (lecture, classroom discourse, and cooperative learning) for each instructional area (English and social studies) and for combined subject areas to determine whether the prediction that cooperative learning had the highest engagement level was verified. Alpha was set at 0.05.;The results showed that cooperative learning techniques resulted in statistically significantly (p {dollar}<{dollar}.05) higher levels of engagement of students in the secondary classrooms studied (English and social studies) than instructional strategies using lecture or classroom discourse. In addition, there was statistically significant higher levels of engagement when cooperative learning was used in each of the subject areas English and social studies than instructional strategies using lecture or classroom discourse.;Comparisons of engagement rates in each of the subject areas studied (English and social studies) showed no statistical difference between the instructional strategies of classroom discourse and lecture.;Further research is needed to determine the effect of cooperative learning techniques in secondary subject classes other than English and social studies, to determine the amount of time needed for cooperative learning techniques to be effective, to determine whether cooperative learning techniques ultimately result in higher achievement for secondary students, to determine if a teacher's preferred teaching method influences these results and to compare the rates of engagement for English and for social studies classes when teachers are using classroom discourse and lecture methods of instruction.

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Greenleaf's servant leadership model has been described as an innovative vision in which the leader performs duties of service as the focal point of a mission for social change. Although the servant leadership model has been widely implemented in business and religious organizations, its effectiveness in educational settings has not yet been widely explored. Therefore, the purpose of this explanatory correlational study was to examine the prevalence and effectiveness of servant leadership among a random sample of 156 of New Jersey's school superintendents. Subjects completed the Self-Assessment of Servant Leadership (SASL) and the Leadership Practice Inventory (LPI) that assesses 5 functional attributes of best practice leadership including modeling, inspiring, challenging, enabling and encouraging. A median split of raw SASL scores created a dichotomous classification as servant or non-servant leaders which was employed in chi-square analysis that demonstrated no significant links connecting SASL classification with gender, ethnicity, academic degree or experience in education or administration. However, independent sample t-tests revealed that servant leaders demonstrated significantly more best-practice decision-making across all 5 LPI attributes than were observed for non-servant leaders. These results led to the conclusion that the servant leadership model aligns well with the role of the school superintendent, and that servant leaders may possess advantageous characteristics that allow them to facilitate systemic reforms in organizations. This study represents an important contribution to the existing literature and can enhance social change initiatives by informing the professional development of educational leaders that will ultimately benefit student achievement.