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A Study Of Student Achievement And Educational Intervention Strategies In Traditional And Virtual Format Algebra 1 Courses Within Volusia County School DistrictNehrig, Paul 01 January 2013 (has links)
The purpose of this study was to compare achievement results of students enrolled in traditional and virtual Algebra 1 courses in the School District of Volusia County, Florida and to identify which educational interventions are utilized by traditional and online teachers to promote student success, especially for at-risk populations. Two research questions guided this study. This study is significant, as school districts expand virtual options for K-12 students to meet legislative mandates and student demand, while also exploring and developing methods to ensure student success. Student scores on the Florida Algebra 1 End of Course Exam (EOC) were compared to determine what difference, if any, existed in the performance of students in traditional face-toface classrooms and virtual settings. Surveys were also distributed to traditional brick-andmortar and virtual teachers to identify which educational interventions were provided to at-risk students and to measure teacher perception of the relative effectiveness of those interventions in each setting. One-sample t-test results indicated a statistically significant difference in the mean scale scores of traditional and virtual students on the Florida Algebra 1 EOC. Survey responses indicated little variation in the interventions provided by teachers to at-risk students in each setting. Low effectiveness ratings for interventions in the Resources category, such as Mentors from the Community, warrant further investigation, as these responses run counter to previous research. Due to this study’s small sample and wide disparity between the number of traditional and virtual students, caution is advised in the interpretation of results.
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Impact of a School-Home Partnership Model at a Small Rural Elementary School in GeorgiaWaters, Janice Davis 06 August 2005 (has links)
This study investigated the impact of the School-Home Partnership Model at Metter Intermediate School, a small rural school in southeast Georgia. The subjects of this student were parents, students, and teachers of the school. In particular, this study investigated the impact of the School-Home Partnership Model on "at-risk" students. For the purpose of this study the term "at-risk" student is defined to mean a student identified as being below grade level in reading and/or math based on the guidelines of Georgia's Early Intervention Program (EIP). The term "at-risk" student as used in this study also means a student identified as a special education student according to the Individuals with Disabilities Education Act (IDEA). Quantitative methods and interviews were used to collect and analyze data. Theses methods consisted of document analysis, surveys, and interviews.
The investigation results show that parents, students, and teachers had very positive attitudes toward the school. Extensive communication stratefies were utilized between the home and school. Children's attendance in school improved, while the number of discipline referrals to the school office increased for "at-risk" students. Quantitative data based on Criterion-Referenced Competency Tests (CRCT) showed limited changes. Report card grades showed improvements in grades for "at-risk" students in reading, math, and spelling. Parents of both non "at-risk" and "at-risk" students overwhelming believed they could better assist their children learn if teachers provided more ideas of ways they could help their children at home.
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Using an Intervention Reading Program to Improve the Comprehension Skills of Middle School StudentsRisner, Christina M. January 2003 (has links)
No description available.
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Understanding a College-Going Culture in the Secondary Level for At-Risk StudentsBonham, Bradley K. January 2014 (has links)
No description available.
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Intersecting Identities of Provisional College Students: A Phenomenological Study of Lived ExperiencesTucker, Leslie Renee January 2017 (has links)
No description available.
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Problem Solving Strategies as Compensatory Education for Disadvantaged High School Students at Risk of Dropping Out of SchoolHightower, James E. 12 July 2007 (has links)
No description available.
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An Investigation of Alternative High School Students’ Perceptions of Barriers to EducationSage-Keller, Laura 03 August 2010 (has links)
No description available.
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Reciprocal peer tutoring effect on high frequency sight word learning, retention, and generalization of first- and second-grade urban elementary school studentsAl-Hassan, Suha January 2003 (has links)
No description available.
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Using large group guidance to teach social skills to sixth-grade studentsMoore, Kathy Wida 18 June 2004 (has links)
No description available.
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The Impact of Retention Programming on At-risk First-year Students in a Private, Proprietary CollegeMoore, Janice R. January 2015 (has links)
Institutions continually try to balance the access/retention/success pendulum by accepting students on a contingent or probationary basis and enrolling them in student success or support programs. These programs are offered to help colleges increase enrollment while at the same time supporting fair and equitable access policies. The two primary purposes for conducting this study are to determine what variables have the greatest impact upon student persistence or student attrition and to evaluate the effectiveness of a retention program designed to assist at-risk students. The barriers that have the largest impact upon student persistence or attrition are explored. The extent to which performance in developmental English impacts persistence and attrition are examined as well as the effectiveness of a retention program specifically designed to assist students accepted contingently to college. The goal of this study examines how one institution's retention program was interpreted and experienced by students and what impact it had upon those students' persistence and overall college success. This study further examines the necessity for institutions to assess established policies and processes as inadvertent barriers to success. According to Laskey and Hetzel, 41 percent of entering community college students, and 29 percent of all entering college students are under prepared in at least one of the basic skills. / Educational Leadership
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