The purpose of this study was to assess the relationship between thirteen independent variables and the academic achievement of Indian and non-Indian students and to make comparisons between the two cultural groups. The independent variables were classified into three groups: one person characteristic: reasoning ability, five classroom environmental variables: satisfaction, friction, competitiveness, difficulty, and cohesiveness, and seven categorical variables: sex, cultural group, sex x culture interaction, grade, school, grade, school interaction, and school x culture interaction. The dependent variables were five subtests of the Canadian Test of Basic Skills. The sample included 75 Indian and 95 non-Indian students in grades four, six, and eight in three schools, one federal school on a reserve and two provincial (joint) schools.<p>A stepwise multiple regression program was used to analyze the data. The total group was examined regarding the relationships between the thirteen variables (including cultural group as an independent variable) and the five achievement tests. Because these analyses indicated that cultural group was a significant predictor of achievement, the two cultural groups were separated and separate analyses were made regarding relationships between the remaining ten independent variables and the achievement test scores.<p>The results indicated that the non-Indian group obtained significantly higher mean achievement test scores than the Indian group on all five C.T.B.S. subtests although there was considerable overlap between the two groups. Reasoning ability, as measured by Raven's Progressive Matrices, was a significant predictor of all achievement test scores for both Indian and non-Indian students. The Raven's scores contributed less to the variance in Indian students' achievement in Mathematics and Language Skills than to non-Indian students' achievement in the same subtests. It was suggested that Indian students may use-different cognitive strategies than non-Indian students to learn Mathematics and Language Skills. Further research was recommended to explore this area.<p>Two classroom environmental variables, competitiveness and cohesiveness, were significant predictors of achievement scores. Competitiveness was positively related to Indian students' achievement on four subtests. It was recommended that experimental studies be undertaken to attempt to discover causal relationships between competitiveness and achievement. Cohesiveness was positively related to non-Indian-students' achievement in Language Skills and Mathematics but was negatively related to 'Indian students' achievement in Mathematics. When acting together, the five environmental variables explained more of the variance in Indian students' achievement on three subtests than in non-Indian students' achievement on the same tests.<p>School was a significant predictor of Indian students' achievement in Vocabulary and non-Indian students' achievement in Mathematics. Grade was a significant predictor of achievement in Reading, Language Skills, and the Composite Score for the Indian group. Sex was a significant predictor of non-Indian students' achievement in Language Skills with females achieving significantly higher scores than males.<p>Differences in prediction of achievement for the Indian and non-Indian group were discussed in terms of the cumulative deficit hypothesis, sociocultural phenomenon and biographical histories.

Pathways to becoming a college student are as numbered and varied as college students themselves. For some people, the pathway to college is marked by barriers, such as negative messages received by the student regarding their abilities to attend college and/or the likelihood that they will get to attend college. On one hand, research suggests that children and adolescents internalize these negative messages, which then have the potential to block achievement in higher education. On the other hand, the general body of resilience research suggests that youth can overcome challenges and defy negative influences, as did the participants of the current study. However, little is known about this process of achievement in the face of negative predictions. Consequently, the current study used qualitative grounded theory methodology to explore the experience of defying negative messages received about becoming a college student. In unstructured interviews, fourteen undergraduate students described their experience of receiving negative messages about their abilities to attend college or the likelihood that they would get to attend college, as well as their subsequent experience of becoming college students in the face of these messages. Based on the literature regarding resilience, negative prediction defiance, and the effects of expectations on academic competence, an ecological model of overcoming negative messages was proposed in which micro, meso, and macrosystemic influences were hypothesized to play a role in encouraging or discouraging college attendance. Although participants came from diverse demographic backgrounds and experienced varied types of negative messages, all of their narratives shared major components, which comprise the theory proposed in the current study. These components are sources of negative messages, perceived underlying influences on sources, reasons to defy the message, facilitators of defiance, and barriers to defiance. This theory was compared to existing theories regarding resilience, negative prediction defiance, and the effects of expectations on academic competence. Additionally, research and policy implications are discussed that highlight the importance of providing youth who may be at-risk to receive negative messages with support in their families, schools, and communities.

The purpose of this study was to assess the relationship between thirteen independent variables and the academic achievement of Indian and non-Indian students and to make comparisons between the two cultural groups. The independent variables were classified into three groups: one person characteristic: reasoning ability, five classroom environmental variables: satisfaction, friction, competitiveness, difficulty, and cohesiveness, and seven categorical variables: sex, cultural group, sex x culture interaction, grade, school, grade, school interaction, and school x culture interaction. The dependent variables were five subtests of the Canadian Test of Basic Skills. The sample included 75 Indian and 95 non-Indian students in grades four, six, and eight in three schools, one federal school on a reserve and two provincial (joint) schools.<p>A stepwise multiple regression program was used to analyze the data. The total group was examined regarding the relationships between the thirteen variables (including cultural group as an independent variable) and the five achievement tests. Because these analyses indicated that cultural group was a significant predictor of achievement, the two cultural groups were separated and separate analyses were made regarding relationships between the remaining ten independent variables and the achievement test scores.<p>The results indicated that the non-Indian group obtained significantly higher mean achievement test scores than the Indian group on all five C.T.B.S. subtests although there was considerable overlap between the two groups. Reasoning ability, as measured by Raven's Progressive Matrices, was a significant predictor of all achievement test scores for both Indian and non-Indian students. The Raven's scores contributed less to the variance in Indian students' achievement in Mathematics and Language Skills than to non-Indian students' achievement in the same subtests. It was suggested that Indian students may use-different cognitive strategies than non-Indian students to learn Mathematics and Language Skills. Further research was recommended to explore this area.<p>Two classroom environmental variables, competitiveness and cohesiveness, were significant predictors of achievement scores. Competitiveness was positively related to Indian students' achievement on four subtests. It was recommended that experimental studies be undertaken to attempt to discover causal relationships between competitiveness and achievement. Cohesiveness was positively related to non-Indian-students' achievement in Language Skills and Mathematics but was negatively related to 'Indian students' achievement in Mathematics. When acting together, the five environmental variables explained more of the variance in Indian students' achievement on three subtests than in non-Indian students' achievement on the same tests.<p>School was a significant predictor of Indian students' achievement in Vocabulary and non-Indian students' achievement in Mathematics. Grade was a significant predictor of achievement in Reading, Language Skills, and the Composite Score for the Indian group. Sex was a significant predictor of non-Indian students' achievement in Language Skills with females achieving significantly higher scores than males.<p>Differences in prediction of achievement for the Indian and non-Indian group were discussed in terms of the cumulative deficit hypothesis, sociocultural phenomenon and biographical histories.

Thesis (Ed. S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 59 p. Includes bibliographical references p. 58-59.

The National Certificate of Educational Achievement (NCEA) is the recently introduced qualification for New Zealand senior secondary school students. Based on a mix of internal and external assessment against achievement standards, it represents a complete break away from previous norm-reference based qualifications. NCEA was first introduced in 2002 starting at Level 1, involving Year 11 students in their first year in senior secondary school education. The implementation of Level 1 NCEA related assessment changes involved a considerable mind shift in assessment practice for teachers, especially for those with no previous standards-based assessment experience. The use of achievement standards impacted not only on how teachers gathered evidence and made judgements in relation to student work, but also on the ways in which they conducted recording and reporting, and managed procedures such as reassessment and moderation. Change of this nature by necessity, at least short term, was always bound to give rise to implementation concerns and challenges. The focus of this research is on investigating geography teachers' perceptions regarding the implementation of the Level 1 NCEA related geography achievement standards. It aims to identify the factors perceived as supporting or hindering the implementation process, the likely implications of achievement standards-based assessment for teaching and learning, and the types of strategies being developed to ensure the future manageability of NCEA related assessment change.

This thesis presents the findings of a project with the overarching aim of exploring the role of School Based Assessment (SBA) in mathematics as a component alongside external written examinations for qualifications. The research was carried out in New Zealand during the implementation of the National Certificate of Educational Achievement (NCEA). The NCEA was implemented in 2002. The NCEA is targeted at three levels: Level 1 for Year 11 (fifth form) to replace the School Certificate Examinations (SC); Level 2 for Year 12 (sixth form) to replace Sixth Form Certificate Examinations (SFC) and; Level 3 for Year 13 (seventh form) to replace University Bursaries (UB). The NCEA uses standards based methods of assessment as opposed to its predecessors (SC, SFC, and UB) which used norm referenced methods of assessment. The examination at each level is divided into internal and external assessments. The internal assessment called Internal Achievement Standards (assessed by teachers in schools) is an SBA component. It is this component of the NCEA Level 1 examination which formed the focus of the study. A qualitative approach was used in the research through interviews, school visits part of which involved participant observation in assessment situations, and participant observations at professional development (PD) workshops for teachers. Four different groups of participants were interviewed for this research: policy-makers at the New Zealand Ministry of Education (MoE) and the New Zealand Qualifications Authority (NZQA), The Mathematics Expert Panel, the facilitators of professional development (PD) workshops for teachers, and teachers of NCEA Level 1 mathematics. A total of 58 persons were interviewed. The perspective of each of these groups was necessary since each group had its specific role to play in the implementation of the NCEA. The policy-makers were asked to articulate the rationale for the SBA component of the NCEA. The Mathematics Expert Panel, which had decided on the areas of the secondary school mathematics best suited for SBA were asked to explain how this was done. The facilitators of the PD workshops recounted their experiences as they facilitated the teachers on how to assess against standards. Teachers who had the role of practical implementation were asked to articulate what they thought the rationale for an SBA was. They were also asked about the issues they confronted and the challenges they faced as they were introduced to a new regime of assessment. Both policy-makers and teachers are agreed that the rationale for an SBA component is to assess those objectives of the curriculum which are not appropriately, adequately and validly assessed in an external examination. A Framework was developed to gauge suitability of topics in the secondary school�s curriculum for SBA. The topics of the secondary curriculum found to be best suited for SBA are some parts of Geometry and Trigonometry, Measurement, and Statistics and Probability. The findings of this research provide adequate evidence that SBA has the potential for making a wider range of the school mathematics curriculum open to assessment. School Based Assessment also has the potential to get teachers at the secondary level to use pedagogical approaches that they rarely use when they teach for external examinations only. Facilitators of the PD workshops and the teachers of NCEA mathematics were of the opinion that the NCEA was too hurriedly implemented. Teachers confronted many teething problems and had many concerns during the first year of implementation. However, after three years, most of the teachers believe that the concerns they had during the first year are no longer issues for worry. There are implications for education systems wishing to implement innovative ideas that place heavy demands on teachers. The results here suggest that teachers need time before they are expected to change their normal manner of doing things in school. If adequate time is given at the initial stages then the process become a bit less hectic for them.

This thesis presents the findings of a project with the overarching aim of exploring the role of School Based Assessment (SBA) in mathematics as a component alongside external written examinations for qualifications. The research was carried out in New Zealand during the implementation of the National Certificate of Educational Achievement (NCEA). The NCEA was implemented in 2002. The NCEA is targeted at three levels: Level 1 for Year 11 (fifth form) to replace the School Certificate Examinations (SC); Level 2 for Year 12 (sixth form) to replace Sixth Form Certificate Examinations (SFC) and; Level 3 for Year 13 (seventh form) to replace University Bursaries (UB). The NCEA uses standards based methods of assessment as opposed to its predecessors (SC, SFC, and UB) which used norm referenced methods of assessment. The examination at each level is divided into internal and external assessments. The internal assessment called Internal Achievement Standards (assessed by teachers in schools) is an SBA component. It is this component of the NCEA Level 1 examination which formed the focus of the study. A qualitative approach was used in the research through interviews, school visits part of which involved participant observation in assessment situations, and participant observations at professional development (PD) workshops for teachers. Four different groups of participants were interviewed for this research: policy-makers at the New Zealand Ministry of Education (MoE) and the New Zealand Qualifications Authority (NZQA), The Mathematics Expert Panel, the facilitators of professional development (PD) workshops for teachers, and teachers of NCEA Level 1 mathematics. A total of 58 persons were interviewed. The perspective of each of these groups was necessary since each group had its specific role to play in the implementation of the NCEA. The policy-makers were asked to articulate the rationale for the SBA component of the NCEA. The Mathematics Expert Panel, which had decided on the areas of the secondary school mathematics best suited for SBA were asked to explain how this was done. The facilitators of the PD workshops recounted their experiences as they facilitated the teachers on how to assess against standards. Teachers who had the role of practical implementation were asked to articulate what they thought the rationale for an SBA was. They were also asked about the issues they confronted and the challenges they faced as they were introduced to a new regime of assessment. Both policy-makers and teachers are agreed that the rationale for an SBA component is to assess those objectives of the curriculum which are not appropriately, adequately and validly assessed in an external examination. A Framework was developed to gauge suitability of topics in the secondary school�s curriculum for SBA. The topics of the secondary curriculum found to be best suited for SBA are some parts of Geometry and Trigonometry, Measurement, and Statistics and Probability. The findings of this research provide adequate evidence that SBA has the potential for making a wider range of the school mathematics curriculum open to assessment. School Based Assessment also has the potential to get teachers at the secondary level to use pedagogical approaches that they rarely use when they teach for external examinations only. Facilitators of the PD workshops and the teachers of NCEA mathematics were of the opinion that the NCEA was too hurriedly implemented. Teachers confronted many teething problems and had many concerns during the first year of implementation. However, after three years, most of the teachers believe that the concerns they had during the first year are no longer issues for worry. There are implications for education systems wishing to implement innovative ideas that place heavy demands on teachers. The results here suggest that teachers need time before they are expected to change their normal manner of doing things in school. If adequate time is given at the initial stages then the process become a bit less hectic for them.

Thesis (MTchLn)--Christchurch College of Education, 2006. / Typescript (photocopy). "September 2006." Includes bibliographical references. Also available via the World Wide Web.

Orientador: Evely Boruchovitch / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T20:16:52Z (GMT). No. of bitstreams: 1 Tanikawa_HelenaAkemiMotoki_M.pdf: 1810748 bytes, checksum: 3d015c424f07648fbe65876f3b6f3f23 (MD5) Previous issue date: 2014 / Resumo: Estudiosos da Psicologia da Educação definem a aprendizagem autorregulada como um processo no qual o estudante exerce um papel ativo de gerenciar seus comportamentos, pensamentos e sentimentos como meio de alcançar uma determinada meta. Para isso, é necessário que o indivíduo seja capaz de planejar, monitorar e avaliar o seu aprendizado. Assim, o monitoramento metacognitivo é um construto essencial para que ocorra a autorregulação da aprendizagem. A presente pesquisa teve como objetivo caracterizar o monitoramento metacognitivo e examinar as possíveis relações com o pedir ajuda, o autoconceito e a motivação de 159 estudantes, de ambos os gêneros, de idade entre 08 e 15 anos, matriculados no 3º e 4º anos e na 5ª e 8ª série do Ensino Fundamental de uma escola municipal. Para a coleta de dados, utilizaram-se quatro instrumentos que avaliaram o monitoramento metacognitivo, o pedir ajuda, o autoconceito intelectual e acadêmico e a orientação motivacional para aprender. Os dados obtidos foram analisados por meio da estatística descritiva e inferencial. Os resultados mostraram que os alunos apresentaram um desempenho mediano no instrumento de monitoramento metacognitivo. Observou-se que os participantes mais novos foram mais precisos ao realizar o monitoramento, reportaram não fazer uso da estratégia de pedir ajuda, relataram um autoconceito acadêmico positivo, bem como uma orientação motivacional mais intrínseca. Constatou-se também uma queda acentuada na precisão do monitoramento metacognitivo com o avançar da escolarização. No que concerne ao desempenho escolar, verificou-se que os estudantes que foram mais precisos ao realizar o monitoramento da tarefa demonstraram um melhor rendimento nas disciplinas de Língua Portuguesa e Matemática. Discute-se a relevância de se investigar o monitoramento metacognitivo em estudantes do Ensino Fundamental. Espera-se que os resultados deste estudo possam contribuir para a ampliação dos conhecimentos sobre o papel exercido pelo monitoramento metacognitivo na aprendizagem autorregulada e que promovam uma reflexão acerca das ações pedagógicas voltadas para estudantes do Ensino Fundamental / Estudiosos da Psicologia da Educação definem a aprendizagem autorregulada como um processo no qual o estudante exerce um papel ativo de gerenciar seus comportamentos, pensamentos e sentimentos como meio de alcançar uma determinada meta. Para isso, é necessário que o indivíduo seja capaz de planejar, monitorar e avaliar o seu aprendizado. Assim, o monitoramento metacognitivo é um construto essencial para que ocorra a autorregulação da aprendizagem. A presente pesquisa teve como objetivo caracterizar o monitoramento metacognitivo e examinar as possíveis relações com o pedir ajuda, o autoconceito e a motivação de 159 estudantes, de ambos os gêneros, de idade entre 08 e 15 anos, matriculados no 3º e 4º anos e na 5ª e 8ª série do Ensino Fundamental de uma escola municipal. Para a coleta de dados, utilizaram-se quatro instrumentos que avaliaram o monitoramento metacognitivo, o pedir ajuda, o autoconceito intelectual e acadêmico e a orientação motivacional para aprender. Os dados obtidos foram analisados por meio da estatística descritiva e inferencial. Os resultados mostraram que os alunos apresentaram um desempenho mediano no instrumento de monitoramento metacognitivo. Observou-se que os participantes mais novos foram mais precisos ao realizar o monitoramento, reportaram não fazer uso da estratégia de pedir ajuda,relataram um autoconceito acadêmico positivo, bem como uma orientação motivacional mais intrínseca. Constatou-se também uma queda acentuada na precisão do monitoramento metacognitivo com o avançar da escolarização. No que concerne ao desempenho escolar, verificou-se que os estudantes que foram mais precisos ao realizar o monitoramento da tarefa demonstraram um melhor rendimento nas disciplinas de Língua Portuguesa e Matemática. Discute-se a relevância de se investigar o monitoramento metacognitivo em estudantes do Ensino Fundamental. Espera-se que os resultados deste estudo possam contribuir para a ampliação dos conhecimentos sobre o papel exercido pelo monitoramento metacognitivo na aprendizagem autorregulada e que promovam uma reflexão acerca das ações pedagógicas voltadas para estudantes do Ensino Fundamental / Scholars of Educational Psychology define self-regulated learning as a process in which the student plays an active role in managing their behaviors, thoughts and feelings as a means of achieving a particular goal. For this, it is necessary that individuals are able to plan, monitor and evaluate their learning. Therefore, metacognitive monitoring is an essential construct for the self-regulation of learning to occur. The present study aimed to characterize metacognitive monitoring and examine possible relationships with help seeking, self-concept and motivation of 159 students, of both genders, aged 08-15 years, enrolled in the 3rd and 4th year and 5th to 8th grades of Elementary Education in a public school. Four instruments were used for the data collection, which assessed metacognitive monitoring, asking for help, the intellectual and academic self-concept, and the motivational orientation to learn. The data obtained were analyzed using descriptive and inferential statistics. The results showed that the students presented average performance in the metacognitive monitoring instrument. It was observed that the younger participants were more precise when performing the monitoring, they reported not using the asking for help strategy, and they reported a positive academic self-concept, as well as a more intrinsic motivational orientation. A marked decrease was also observed in the precision of the metacognitive monitoring with the advance in education. Concerning the school performance, it was verified that the students who were more precise when performing the monitoring of the task demonstrated higher achievement in the subjects of Mathematics and Portuguese Language. The relevance of investigating metacognitive monitoring in elementary education students is discussed. It is expected that the results of this study may contribute to the expansion of knowledge related to the role played by metacognitive monitoring in self-regulated learning and promote a reflection concerning the pedagogical actions directed toward elementary education students. Abstract: Self-regulated learning, metacognitive Skills, Educational Achievment, Elementary Educarion / Abstract: Scholars of Educational Psychology define self-regulated learning as a process in which the student plays an active role in managing their behaviors, thoughts and feelings as a means of achieving a particular goal. For this, it is necessary that individuals are able to plan, monitor and evaluate their learning. Therefore, metacognitive monitoring is an essential construct for the self-regulation of learning to occur. The present study aimed to characterize metacognitive monitoring and examine possible relationships with help seeking, self-concept and motivation of 159 students, of both genders, aged 08-15 years, enrolled in the 3rd and 4th year and 5th to 8th grades of Elementary Education in a public school. Four instruments were used for the data collection, which assessed metacognitive monitoring, asking for help, the intellectual and academic self-concept, and the motivational orientation to learn. The data obtained were analyzed using descriptive and inferential statistics. The results showed that the students presented average performance in the metacognitive monitoring instrument. It was observed that the younger participants were more precise when performing the monitoring, they reported not using the asking for help strategy, and they reported a positive academic self-concept, as well as a more intrinsic motivational orientation. A marked decrease was also observed in the precision of the metacognitive monitoring with the advance in education. Concerning the school performance, it was verified that the students who were more precise when performing the monitoring of the task demonstrated higher achievement in the subjects of Mathematics and Portuguese Language. The relevance of investigating metacognitive monitoring in elementary education students is discussed. It is expected that the results of this study may contribute to the expansion of knowledge related to the role played by metacognitive monitoring in self-regulated learning and promote a reflection concerning the pedagogical actions directed toward elementary education students / Mestrado / Psicologia Educacional / Mestra em Educação

This thesis has three main purposes: 1. to determine the progress made in achievement by each individual in the departmentalized and non-departmentalized groups; 2. to contrast the progress made in achievement by the groups under discussion; 3. to ascertain, by comparison of the two groups, whether any relative gain in achievement is made as a result of children working in the two different school organizations.