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Thesis advisor: Matthias von Davier / Automated scoring has received considerable attention in educational measurement, even before the era of artificial intelligence. However, its application to constructed response (CR) items in international large-scale assessments (ILSAs) remains largely underexplored due to the complexity of tackling multilingual responses spanning often over 100 different language versions. This doctoral dissertation aims to address this issue by progressively expanding the scope of automated scoring from several countries in TIMSS 2019 to all participating countries in TIMSS 2023. We delved into the feasibility of automated scoring across diverse linguistic landscapes, encompassing high-resource and low-resource languages. We examined two machine learning methodologies—supervised and unsupervised learning—integrating them with cutting-edge machine translation techniques. Our findings demonstrated that automated scoring can serve as a reliable and cost-effective measure for quality assurance in ILSAs, significantly reducing the reliance on secondary human raters. Ultimately, the adoption of automated scoring instead of human scoring in the foreseeable future will promote the broader use of innovative open-item formats in ILSAs. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Measurement, Evaluation, Statistics & Assessment.

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"Perhaps few would question Olsen's premise that amiable public relations are essential to the successful building of bridges between school and community life. This study deals with a recent experiment in school-community bridge building- namely, a cooperative curriculum survey that was made in South Broward High School, Broward County, Florida"--Introduction. / "August, 1952." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaves 61-62).

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<p> The ultimate goal of elementary and secondary education is to produce citizens who can contribute to and succeed in today&rsquo;s global economy (Alliance for Excellent Education, 2011; Biancarosa &amp; Snow, 2006). The most significant skill required in reaching that level of success and contribution is a person&rsquo;s ability to read. &ldquo;Where the press is free, and every man able to read, all is safe&rdquo; (Jefferson, 1816, para. 5). Approximately 200 years later, where are America&rsquo;s literacy rates? Sixty-eight percent of eighth grade students read below level (NAEP, 2009). The overarching goal of this research study was to develop best practices for RTI implementation at the high school level that include teacher professional learning, effective universal components, and methods that contribute to increased student performance, specifically in the areas of literacy development and reading comprehension. The purpose of this study was to (1) examine the programs and processes teachers are using to identify, intervene, and remediate reading deficits with ninth grade students; (2) review and analyze data from ninth grade below-benchmark; (3) review and analyze progress data of students receiving interventions; and (4) explore teachers&rsquo; perceptions regarding resources, professional learning, and student performance. For this research study, both quantitative and qualitative methods were used. The study reported descriptive statistics of student performance on the universal screening measure at five high schools. The qualitative component of this study was designed to collect data using focus group interviews with 33 teacher participants. The information gained from the focus group interviews with teachers was crucial to determining what impact the components of RTI have on student performance. Findings indicated a need for additional remediation resources, increased professional development, technical assistance and support with the scheduling and staffing components of RTI, as well early identification of students needing to participate in the RTI process.</p>

<p> This single-case study was to explore how Geographical Information Systems (GIS) could contribute to reducing dropout and non-attainment rates in Nepal&rsquo;s secondary school system. GIS specialists analyzed information collected from parents on why their school-age children either dropped out or otherwise did not attain a secondary school education. The sample size in this study was eight, which included five sets of parent(s) whose children ages 13 to 16; either dropped out or otherwise did not attend a secondary school system, and three GIS specialists. Economics, teachers, and government were three themes that emerged from the parents&rsquo; interview. Interviews with GIS specialists reveled that GIS could assist in addressing dropout and non-attainment issues. In the context of Nepal, GIS is a still a new technology. The Government of Nepal lacks adequate infrastructure in areas of human resources, training and technical resources, and the central data repository system required for the proper use of GIS. GIS specialists recommended augmenting Nepal's information technology infrastructure by implementing a sustainable Enterprise GIS, and an Educational Management Information System. This research work recommends that identification of strategic solutions for student retention issues will require a concerted effort by not only governmental leadership, but also policy-makers, and non-government community leaders. The Government of Nepal may need to play vital role in overcoming existing economic and political barriers to improve IT infrastructure. GIS technology is certain to emerge as an important tool for making a difference in the planning process for minimizing dropout rates and enhancing enrollment ratios across the country. The recognition of both a need for change and the changes required are two important themes that emerged from the research study.</p>

<p> The teacher-student relationship is a vital component to the social, emotional, and academic growth of students. Nationwide the one constant in teachers&rsquo; classrooms are the observations by administrators. Administrators play a supporting role for students and teachers in our modern educational system. </p><p> The present case study examined four middle schools in a school district in Southern California. Four principals, four assistant principals, six teachers, and one superintendent of human resources were interviewed. Classroom observations with administrators were also conducted. Previous terms used to describe negative teacher affect have been teacher bullying, student maltreatment, and student victimization. Teacher affect was chosen to delineate the behaviors rather than the intentionality. </p><p> The findings suggest administrators look to the students and their interaction with the teacher to help recognize positive or negative affect. Although no formal training takes place, much informal collaboration among administrators happens behind the scenes to decide on how best to support a teacher demonstrating negative affect. All participants agreed the best way for administration to encourage positive affect was by modeling it themselves with staff and students. Creating a positive school environment for staff and students was important and most participants noted the belief of positivity coming from the top, at a district level, and flowing down into the classrooms. The suggestions for the educational community are concepts that can be implemented simply and economically to support a positive learning environment.</p>