<p> The purpose of this study was to discover and understand the life and academic experiences of high school teenage mothers and expecting teenage mothers. The research questions was, How do these teenage mothers and expecting teenage mothers describe their life and academic experiences in a Missouri high school; What challenges do they face to successfully continuing their education; and What would they want and/or need in a high school-based child-care center if it were to be implemented as part of the high school&rsquo;s intervention with this at-risk population? The study was conducted at a medium-sized Midwestern Urban High School. The researcher interviewed 16 teenage mothers and expecting teenage mothers to provide insight into the research questions. Pseudonyms were used to preserve anonymity. Interviews were conducted face-to-face. The themes that emerged from the interviews included (a) problems with child-care, (b) barriers to resources, (c) teenage mothers&rsquo; and expecting teenage mothers&rsquo; recommendations, and (d) teenage mothers&rsquo; and expecting teenage mothers&rsquo; attitude toward pregnancy. Based upon the findings in this study, several recommendations may be beneficial to the life and academic success of teenage mothers and expecting teenage mothers attending urban high schools in Missouri: The inclusion of an on-site child-care center, whether it is in an adjacent building from the school itself or in a separate section within the school, would allow this particular population to attend school daily and on time regularly; therapeutic counselors and/or social workers along with guidance counselors should also be placed in the urban high schools; based on the participants&rsquo; statements, job training and paid internships placed in the schools would prepare the young mothers for jobs upon completing high school; visits from licensed pediatricians and dentists are recommended in the schools to see the children on a monthly basis; and the inclusion of a father support center should be placed in the urban high schools to work with teaching males, especially those who are fathers of children by the young ladies who are attending the school also, to be fathers whether their children attend the on-site center or not.</p>

<p> The purpose of this study was to examine the potential effects a freshman transition program has on high school success rates. Results could provide the basis for freshman transfer strategies and help academic success following the No Child Left Behind mandate. The research question asked was: Did program complexity have an impact on the success of freshman students, measured by number of failing grades, percentage of discipline referrals assigned, and attendance rates? </p><p> To answer the question, the researcher studied three homogenous high schools in the greater St. Louis area. These three freshman transition programs varied in complexity provided for incoming students. The length of study was over four academic years, from 2009 through 2013. There were three hypothesis studied in order to determine if the complexity of the freshman transition programs had an effect on performance outcomes for incoming students, with regards to attendance, number of discipline referrals and failing grades. A combined statement of the hypotheses is: The attendance rate, discipline referral rate, and grade point averages are different between the most complex (East High School), less complex (South High School), and the least complex (West High School) programs and between the pre-to-post comparisons of the most complex (East High School) program. </p><p> In this study, the data did not support significant changes in the student outcomes of attendance rates, discipline referral rates, nor failing grade rates, for each of the three high schools studied, East, West, and South, despite the varying levels of complexity in the freshman transition program implemented at each school. </p><p> No significant differences were established through use of ANOVA, Chi Square tests for Independence, and z-tests for difference in proportions applied to secondary data generated by the three schools through the years 2009 to 2013.</p>

<p> The purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz&rsquo;s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.</p>

<p> The purpose of this study was to determine if positive teacher-to-student relationships impacted student academic performance. This case study involved examination of the results of data collected from 43 students who participated in a mentor adoption program initiated with the intent to enhance positive teacher-to-student relationships for the 2013-2014 school year. Archival data of students who participated in the mentor adoption program were compared to data from a stratified group of students who did not participate in the mentor adoption program. Data from English language arts (ELA) and mathematics (MA) Missouri Assessment Program (MAP) scale scores, attendance rate, and number of discipline referrals were compiled and analyzed using paired-samples t-tests. The results of the study showed students who participated in the mentor adoption program demonstrated a significant increase in MAP ELA scale scores, increase in MAP MA scale scores, and significant decrease in the number of discipline referrals. Students who did not participate in the mentor adoption program showed significant improvement only in MAP MA scale scores. Perceptual interview data were gathered and analyzed from 10 teachers who participated in the mentor adoption program to determine teacher perceptions and feelings about the program. The results indicated teachers believed the mentor adoption program had value and should be continued in Elementary School A. The analysis of these data showed student academic performance was significantly impacted by the use of a mentor adoption program in Elementary School A.</p>

<p> With teacher evaluations, school ratings, and ultimately school funding being linked more and more to student achievement data, U.S. public schools are searching for new and effective ways to boost academic testing scores. This study examined teachers&rsquo; and administrators&rsquo; experiences with and perceptions of merit pay, with the goal of identifying key program components positively impacting student success. With this information, solid and successful merit pay structures could be implemented in schools across the nation. Professional educators from two Midwest states who were involved in performance pay programs participated in the study through both a survey instrument and personal interviews. Surveys were crafted using the review of related literature, then distributed and collected via SurveyMonkey to educators in selected merit pay schools. Likert scale selections and open response inquiries were utilized to assess educator opinions and experiences. Personal interviews were scheduled and conducted within one Arkansas school district. This district employed an innovative merit pay program for educational stakeholders. Experiences, perceived strengths and weaknesses, and results of the merit pay structure were discussed during the interview sessions. Valuable perceptions regarding merit pay structure and implementation were gained. Three important factors of any successful school motivation program emerged. These three components included development of a purpose driven structure, fair measurement of student growth, and educator empowerment. Further research is recommended to determine varied and effective ways to structure programs to sustainably increase student achievement gains.</p>

<p> This study was designed to examine if a correlation exists between regular school attendance and academic success. As an outcome of concern for educational expectations in American schools, the government of the United States increased accountability for schools through the No Child Left Behind Act of 2001, requiring schools improve student achievement levels in designated core academic areas (Tyre, Feuerborn, &amp; Pierce, 2011). Unlike the findings of Robert Balfanz and Vaughan Byrnes (2012) of Johns Hopkins University, which found most educational agencies do not keep detailed statistics regarding student attendance, Missouri public school districts do have an accountability structure in place. Core Data and Missouri Student Information System (MOSIS) data collection systems are used by the Missouri Department of Elementary and Secondary Education (2014) to monitor attendance among Missouri&rsquo;s school children. Using data collected from Core Data and MOSIS, this study was designed to correlate variables in relation to student performance on Missouri end-of-year standardized tests to the students&rsquo; annual attendance rates within a specific school district. Results were supportive of the research hypotheses; a correlation exists between chronic absenteeism and basic or below basic performance on the Missouri Assessment Program (MAP) grade-level assessments for students in the sample. These findings were generally consistent with previous research. Recommendations for future research are suggested.</p>

<p> The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8.</p><p> The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom.</p><p> Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents&rsquo; overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices.</p><p> The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions.</p><p> If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.</p>

<p> As part of the National Common Core Curriculum, critical thinking skills are expected to be taught by teachers in every subject and at every grade level. Teachers will also be evaluated on teaching critical thinking skills to students to a mastery level as part of the educators' annual evaluations. However, there is not a common definition for critical thinking established by the National Governors Association for Best Practices, Council of Chief State School Officers. Nor is there equitable training on how to teach critical thinking skills to students to mastery level. The following qualitative case study consists of survey question, interviews, and observations of one English department in a rural county to determine the answer to the overarching research question, "What do teachers know about critical thinking?" Paul and Elder's Critical Thinking Model (2007) was used as benchmark to determine what knowledge and what gaps were present amongst the teachers. Teachers defined critical thinking individually, determined what activities encouraged good critical thinking practices, discussed obstacles that deterred the teaching of critical thinking skills in the classroom, and suggested how to prepare teachers to better teach critical thinking skills to meet national expectations. Although the definitions and activities often varied between educators, all agreed that a common definition was necessary. Lack of time and lack of training were the biggest obstacles perceived by the participants.</p>

The current study seeks to determine the costs and benefits associated with three different learner-based data collection conditions; the one-to-one, dyad, and small group. It also addresses whether the dyad is a viable alternative to the other two. It examines the amount and type of data yielded in each condition. Comparisons are based on: (a) learners' comments, (b) learners' tests scores, and (c) objective measures (e.g., session length). Thirty-four (15 males, 19 females) McGill University undergraduate students participated in the study. Participants were instructed on how to report problems they encountered while learning from a six-page instructional unit. Results indicate that the one-to-one condition resulted in the least amount of feedback or data collected. The dyad and the small group conditions resulted in a similar amount of differing types of data collected. Based on the findings of the current study, the dyad appears to be a viable and cost effective alterative to the one-to-one and small group conditions.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Terry A. Ackerman; submitted to the School of Education. Includes bibliographical references (p. 295-303).