Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 14, 2008) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 24, 2006. Dissertation Committee: Graham A. Jones (chair), Cynthia Langrall, Kenneth Berk, Edward S. Mooney. Includes bibliographical references (leaves 180-186) and abstract. Also available in print.

Thesis (Ph.D.)--Ohio University, June, 2006. / Includes bibliographical references (leaves 62-67)

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xi, 715 p. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed July 9, 2007). PDF text: vii, 73 p. : col. ill. UMI publication number: AAT 3244320. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

This project investigated the role of the advanced placement program in the classroom. The research suggested that implementation of inquiry-based methods in science classrooms, including advanced placement biology courses, would improve student understanding.

This study made a comparative analysis of certain selected characteristics of a group of academically able male youth who persisted and those who did not persist in a five-year academic sequence in mathematics and science. Two major questions were dealt with in this study: 1. Can the persisting youth as a group be distinguished from those youth who did not persist in this academic sequence on the basis of their functioning in certain nonintellective areas? 2. Are the performances of the persisting youth on certain dimensions elevated in the same directions as are the performances of mature creatives who have been intensively studied on the same dimensions?

Recently, in an attempt to promote globalization and internationalization, the Chinese government has introduced AP (Advanced Placement) and IB (International Baccalaureate) programs in Chinese high school. Although it is one of the biggest countries to introduce international programs to its secondary education in an effort to prepare more students to go overseas to pursue their higher education, China does not have much research focusing on introduced foreign academic programs. The purpose of this study is to fill in some gaps in the research while providing a better understanding of the depth behind the phenomenon of introducing the AP program and the IB diploma program in China and that introduction’s impact on the existing general Chinese high school program in mathematics. Multiple sources of data were collected and used to make various kinds of analysis such as contextual analysis, cross-curricula comparisons and statistical analysis. The findings illustrated the differences and similarities between the AP program and the IB program in their respective schools in Ningbo, China. It further examined the differences and similarities between the AP program/ IB program and the intended Chinese high school program in mathematics education. It also explored mathematics instructors’ perceptions of the imported AP and IB programs in China. Limitations of this study include the absence of some test scores, the relatively small sample size and the circumscribed selection of interviewees. This study provides a guide to help Chinese students and their parents decide on a learning program based on individual preferences. Also, the results of this study indicate that a considerable gap exists between secondary education and higher education in Chinese mathematics, and also points to possible limitations for individualized learning. The findings imply the need to consider curricular reform and suggest that local teachers and non-local teachers who teach in the imported programs consider reinforcing their teaching by learning from each other. Policymakers need to make adjustments to consider local conditions when introducing international programs so as to offer the most suitable program possible to native students.

Every year, thousands of Florida public high school graduates seek to enter Florida state colleges based on a single standardized placement test. This quantitative study sought to identify an actuarial model, based on multiple measures, as an alternative to standardized placement tests. The study, grounded on degree completion theories, examined high school students from the Miami-Dade metropolitan area and their performance in one first-year mathematics course in Miami Dade College during the Fall 2014 academic term. The study, using a sample size of 10,186 subjects, examined multiple predictor variables and one outcome variable to measure predictability of success in Intermediate Algebra. The study used descriptive statistics, multiple linear regression, and logistic regression to develop a multiple measure actuarial model. A quantitative analysis of archived student records was used in this study. The analysis revealed that the actuarial model, using gender, ethnicity, age, academic objective, academic load, high school GPA, high school mathematics gap, and high school mathematics curriculum composite score as predictor variables, was significant in predicting success in Intermediate Algebra. The actuarial model correctly classified 1,688 subjects who would fail Intermediate Algebra, achieving a hit rate of 75% in predicting failure in Intermediate Algebra. Similarly, the model achieved a hit rate of 54% when classifying subjects who would pass Intermediate Algebra. The improvement-over-chance index, I, was 44.8%, representing a 45% reduction in error when classifying subjects who would fail Intermediate Algebra. Thus, the actuarial model, with all its predictor variables, provides helpful guidance when advising incoming first-time-in-college (FTIC) students. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection