Thesis (Ph. D.)--Ohio State University, 1983. / Includes vita. Includes bibliographical references (leaves 105-111). Available online via OhioLINK's ETD Center.

Thesis (Ph. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xv, 184 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 137-150).

Thesis (M.S.)--Boise State University, 2009. / Includes abstract. Includes bibliographical references (leaves 43-46).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of learning disabled children). Includes bibliographical references (47-57 p.).

Over the past twenty years, there has been significant research conducted on the effects of large-scale standardized tests on academic achievement. Policy makers around the world have developed policies and allocated substantial sums of money in order to increase the frequency of large-scale standardized tests, although existing research offers inconclusive findings as to whether the use of large-scale standardized tests leads to higher achievement. This study was intended to empirically examine the use of standardized testing and its relationship with student achievement. The study focused on two questions: first, why do some nations require their students to take large-scale standardized tests more frequently than others? And second, is there a correlation between the frequency of large-scale standardized tests frequency and academic achievement? This study examined data from the 2003 and 2009 administrations of the Program for International Student Assessment (PISA) in order to address these questions. Results from this study indicated the frequency of large-scale standardized tests is most likely to be associated with testing consequence or stake (e.g., data are made public, etc.). Additionally, results suggest that the frequency of large-scale standardized tests is not significantly related to academic achievement.

M.A. (Sociology) / Please refer to full text to view abstract

AFRIKAANS: Die doel van die onderhawige studie is tweeledig van aard, te wete om ondersoek in te stel na die wyse waarop die onderskeie opvoedingsgedragspatrone van ouers die prestasieverwante belewinge, gedraginge en persoonlikheidseienskappe van die adolessent beïnvloed, asook om ondersoek in te stel na die wyse waarop hierdie prestasieverwante adolessent-veranderlikes op hulle beurt 'n invloed op die akademiese prestasie van die adolessent uitoefen. 'n Teoretiese ondersoek met toeligtende empiriese navorsing het aan die lig gebring dat daar kousale verbande bestaan tussen ouerlike opvoedingsgedrag en die akademiese prestasie van die adolessent. 'n Aantal opvoedingsmodelle is ondersoek en die volgende ouerlike opvoedings-gedragspatrone is geïdentifiseer as basisvorme van die opvoeding: warm opvoeding, koue opvoeding, dominante opvoeding, toegeeflike opvoeding, demokratiese opvoeding, outokratiese opvoeding, betrokke opvoeding en onverskillige opvoeding. Daar is gefokus op die konsep adolessent-veranderlikes as uitkomsveranderlikes met betrekking tot die onderskeie opvoedingsgedragspatrone van ouers, en belewinge, gedraginge en persoonlikheidseienskappe is uitgelig as prestasie¬verwante adolessent-veranderlikes. In hierdie studie word ouerlike opvoedingsgedrag beskou as 'n faktor wat die akademiese prestasie van die adolessent beïnvloed. Dit is egter nie die enigste faktor wat 'n invloed uitoefen op die akademiese prestasie van die adolessent nie en daarom is ook verwys na ander faktorgroepe wat werksaam is by prestasieverwante adolessent-veranderlikes, te wete biologiese faktore, kulturele faktore, sosiale leerervaringe en situasiefaktore. By 'n ontleding en deurskouing van elk van die basisvorme van die opvoeding is telkens gepoog om kousale verbande tussen 'n bepaalde ouerlike opvoedings¬gedragspatroon en prestasieverwante adolessent-veranderlikes aan te toon, asook om kousale verbande tussen prestasieverwante adolessent-veranderlikes en die akademiese prestasie van die adolessent aan te toon. Die emplrlese ondersoek, 'n kwalitatiewe verkenning aan die hand van eksemplariese gevallestudies, het die bevindinge van die teoretiese ondersoek toegelig. Uit die ondersoek blyk dit dat ouers wat 'n gunstige opvoedingstyl verwerklik die adolessent se belewinge, gedraginge en persoonlikheidseienskappe positief beïnvloed en dat hierdie gunstige prestasieverwante adolessent-veranderlikes die adolessent tot optimale selfaktualisering ten opsigte van akademiese prestasie predisponeer. Ouerlike opvoedingsgedrag werk hier prestasiebevorderend. Wanneer ouers egter 'n ongunstige opvoedingstyl verwerklik, beïnvloed dit die adolessent se belewinge, gedraginge en persoonlikheidseienskappe negatief en hierdie ongunstige prestasieverwante adolessent-veranderlikes werk prestasie¬belemmerend en predisponeer die adolessent tot onderaktualisering ten opsigte van akademiese prestasie. Die sentrale teoretiese stelling van die studie word dus geverifieer, naamlik dat die opvoedingsgedrag van die ouer In kragtige en betekenisvolle invloed uitoefen op prestasieverwante belewinge, gedraginge en persoonlikheidseienskappe van die adolessent, en dat hierdie prestasieverwante adolessent-veranderlikes op hulle beurt op betekenisvolle wyse ‘n invloed op die akademiese prestasie van die adolessent uitoefen. ENGLISH: The purpose of this study is twofold, namely to investigate the manner in which the various child-rearing behaviour patterns of parents influence the achievement-related lived-experiences, behaviours and personality characteristics of the adolescent, and to investigate the way in which these achievement-related adolescent variables impact on the academic achievement of the adolescent. A theory-based investigation, supported by elucidatory empirical research, brought to light the fact that causal relationships exist between parental child-rearing behaviour and the academic achievement of the adolescent. A number of child-rearing models were investigated and the following parental child-rearing behaviour patterns were identified as basic forms of parenting: warm parenting, cold parenting, dominant parenting, permissive parenting, tolerant parenting, intolerant parenting, involved parenting and indifferent parenting. The author focused on the concept of adolescent variables as outcome variables with regard to the various parental child-rearing behaviour patterns and identified lived-experiences, behaviours and personality characteristics as achievement-related adolescent variables. In this study parental child-rearing behaviour is regarded as a factor that influences the academic achievement of the adolescent. However, it is not the only factor that exercises an influence with regard to the academic achievement of the adolescent and therefore reference was also made to other groups of factors which exercise an influence with regard to achievement-related adolescent variables, namely biological factors, cultural factors, social learning experiences and situational factors. By investigating and analysing each of the basic forms of parenting, the researcher endeavoured in each case to indicate causal relationships between a particular parental child-rearing behaviour pattern and achievement-related adolescent variables, as well as causal relationships between achievement-related adolescent variables and the academic achievement of the adolescent. The empirical investigation, a qualitative exploration based on a selection of case studies, elucidated the results of the theory-based study. From the investigation it is evident that when parents realise a favourable child-rearing style, it has a positive impact on the adolescent's lived-experiences, behaviours and personality characteristics and that these favourable achievement-related adolescent variables predispose the adolescent toward optimal self-actualisation with regard to academic achievement. In this case, parental child-rearing behaviour promotes achievement. However, when parents realise an unfavourable child-rearing style, it impacts negatively on the adolescent's lived-experiences, behaviours and personality characteristics and these adverse achievement-related adolescent variables impair achievement and predispose the adolescent toward under-actualisation with regard to academic achievement. The central theoretical statement of this study has therefore been verified, namely that the child-rearing behaviour of parents impacts powerfully and significantly on the achievement-related lived-experiences, behaviour and personality characteristics of the adolescent, and that, in turn, these achievement-related adolescent variables impact significantly on the academic achievement of the adolescent. / Dissertation (PhD (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

This study modifies Cummins' (1997) theoretical framework of minority student achievement and social power relations to account for differences in educational achievement among different identifiable subgroups of the ESL population. This framework provides the conceptual structure for a multidimensional understanding of ESL academic achievement (e.g. Gonzales, 2001) whereby the mediating influence of the broad social power relations between dominant and minority groups, students' individual characteristics, including personal abilities, experiences and socio-demographic backgrounds, interacts with ecologies, including educational structures such as curricula, curricular organization, school populations and the policy environment to influence educational trajectories. This study employs descriptive, bi-variate, and logistic and multiple regression to perform secondary analysis on data describing the academic trajectories of the ESL students (n=7 527) of British Columbia's 1997 grade eight cohort (n=48 265). It compares the results to a native English speaker (NES) baseline. ESL students are disaggregated by ethno-cultural background, English proficiency, gender, age on entry to the BC school system, and socio-economic status. School population effects are also considered. The dependent variables are five and six-year graduation rates, and participation and performance across academic subjects. Results show that identifiable ethno-cultural subgroups of ESL students navigate widely varying academic trajectories. English proficiency and gender differences also affect achievement, more so in already under-achieving ethno-cultural groups. Later ages of entry generally prove advantageous for some groups in mathematics and the sciences but predict diminished outcomes in the humanities for all groups. Socio-economic effects only partially account for differences among ethno-cultural groups. School composition also has minimal effect. Most ethno-cultural groups have higher academic participation rates but lower performance scores than NESs. ESL graduation rates are more stable across socio-economic strata than NES graduation rates. The need to disaggregate data for research and decision-making, and to target support toward under-performing student groups is discussed. While ESL students perform well in aggregate, lower outcomes of identifiable subgroups are masked. The study concludes with a call for more refined data, and for further methodologically advanced research. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

Concurrent and prospective relationships between symptoms of depression, anxiety, attention deficit/hyperactivity disorder (ADHD), and conduct disorder (CD) and academic achievement were examined in a large sample of Canadian children. Students in Grade 5 (N = 715) completed the depression and anxiety subscales of the Behaviour Assessment System for Children – Second Edition. Parents reported on their child’s symptoms of ADHD and CD using the Brief Child and Family Phone Interview. Academic achievement was measured using teacher-rated learning skills and students’ grade point average (GPA) from their Ontario Student Record (OSR) in fifth grade and again in sixth grade (N = 627). Symptoms of depression, anxiety, ADHD, and CD were significantly negatively correlated with academic achievement at Time 1 and Time 2. After controlling for child’s sex, household income, maternal education, and days absent, children’s mental health problems accounted for an additional 12% and 11% of the variability in their Time 1 mean ratings of learning skills and GPA, respectively. Only symptoms of ADHD predicted Time 2 GPA (1% of the variance) after controlling for Time 1 GPA and other sociodemographic variables. Findings highlight the unique contribution of mental health problems in predicting academic achievement and point to the need to promote children’s mental health in schools.

The purpose of this study was to identify a culturally deprived Vancouver Elementary School population through a correlation of socioeconomic group and academic performance. Two assumptions were made in this paper: one was that intelligence is not a fixed entity, predetermined at birth; the second was that unequal treatment is justified if we aspire to equality of opportunity. To show a relationship between socioeconomic group and academic performance, the school population had to be ranked on a socioeconomic scale and an academic scale. Since a lower-class group was of most interest, districts were scored on their proximity to description of lower class. The criteria of a low socioeconomic group was low income, high percentage of laborers and low educational attainments. These factors were considered significant in Warner's book on stratification, Social Class in America. The figures for these factors were taken from the Dominion Bureau of Statistics census figures. The school performance was ranked according to scores on the Stanford Achievement Tests. The correlation between the paired ranks of the socioeconomic class the school served and school performance was made using Spearman's Rank Correlation Coefficient. The resulting correlation was .77. Generally lower-class district schools received the lowest test scores, while the higher socioeconomic districts received the highest test scores. Two questionnaires were developed, one for principals and one for special counsellors, to see if equipment and services were given equally to all schools, irrespective of the socioeconomic district the school served. The results showed a very slight advantage for the poorer schools in terms of special classes, audio-visual equipment, counsellor services, and hot lunch provision. This partial response to certain of the educational problems of the lower socioeconomic districts could be broadened. It would seem that the results of this study would warrant an investigation of the possibility of setting up an organized program for the culturally deprived in Vancouver. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate