The problem of this study was to determine, if possible, whether any significant difference in achievement existed when eighth-grade social studies were taught by two distinct methods, namely, the traditional and the progressive.

The problem under consideration is to determine the difference between home-room and departmental methods of teaching second grades, as measured by educational achievement. The study attempts to answer the question, Which one of the foregoing mentioned methods will produce the greatest gain in achievement when applied at second-grade level?

The current global environment is vibrant, volatile and highly competitive. Many developing societies and emerging economies are seeking to establish ways in which they can gain advantages at the international level but also lay the basis for strong societies with exemplary economic, social and moral foundations. Towards this end, these countries are investing energies in building a skilled citizenry and socially mobile, achievement-driven, populations. One such society is the rapidly changing Republic of Korea. One of the catalysts for change in Korea has been argued to be education. Educational access has been linked to changes in economic status and to potentially the undermining of inequality and flattening of class hierarchies. Some authors argue that Korea has been gripped by an ‘education fever’ and others argue that persisting educational inequalities reflect differences largely in terms of social capital – rather than economic capital. This thesis uses quantitative survey methodology to explore differences in the educational achievement of Korean high school students. Eleventh (11th) grade students in three ‘achieving schools’ with varied characteristics were subjects of the study. The purpose was to establish the factors driving achievement in these schools. It was believed that the identification of various factors which influence high achievement on the part of some students might offer insight into how low achievement can be addressed and the base of exceptional educational achievement broadened. Parents and teachers were also respondents in this study. Social capital and its physical, relational, structural, and cognitive dimensions present the conceptual and analytical tools of the study. These concepts were explored in terms of the ideas of the founding theorists – Bourdieu, Coleman and Putnam – and applied to three different domains: family, school and community. The findings suggest that high achievement is linked centrally to familial social capital. Boarding school, whether students who live at home have both parents present, and mothers collecting information from school serve as significant determinants of achievement. Together, Korean mothers and fathers can and do carve important outcomes when they are actively engaged in their children’s learning. As far as school social capital is concerned, physical background and public school status were deemed important. Residential district was the most significant component of community social capital. At a theoretical level, the study finds Coleman’s arguments most relevant in the Korean context, in particular his views on parental involvement and socio-economic status and the ways in which networks of trust and reciprocity augment achievement. The study makes an original contribution in the way it adapts theory and builds novel evidence in the Korean context. The study concludes with a list of key recommendations. / Thesis (DPhil)--University of Pretoria, 2014. / tm2015 / Sociology / DPhil / Unrestricted

The 1966 Coleman Report and subsequent research identifies social class as an important determinant of educational outcomes, but after decades of research it is still unclear exactly why. This study purports to explore one possible explanation, collegiate concerted cultivation. The focus of this study was to explore the existence of collegiate concerted cultivation as a sociological concept. Collegiate concerted cultivation provides a theoretical framework to more deeply explore the relationships between social class, family factors, and familial support of education in order to better understand differential outcomes in achievement in higher education. Using a mixed method approach, the study examined the effects of socioeconomic indicators, institutional and demographic factors on collegiate concerted cultivation. In addition, this study analyzed student experiences of collegiate concerted cultivation in order to establish the archetype characteristics of the new concept. Results of this study indicate that collegiate concerted cultivation does exist, includes a series of defining characteristics, and is influenced by parental socioeconomic indicators.

No description available.

No description available.

In this case study, I examine the graduation patterns of students attending Chief Dull Knife College located on the Northern Cheyenne Reservation in Lame Deer, Montana. While comparing the characteristics of students attending this college with that of two-year colleges nationally and tribal schools throughout the nation, we begin to understand the unique situation that this community faces. With the use of logistic and linear regressions, I explored the characteristics of those who graduate and ask the question, who graduates and what makes them unique? This study found that the credits attempted per semester, the number of credits they earned divided by the number of credits they attempted, and the number of semesters enrolled were the most significant factors. Using the information collected from the literature review, this study then used linear regressions to explore the effects of the initial variables on these three significant variables.

The purpose of this study is to explore high school students’ understandings of achievement and opportunity through their lived experiences which are constructed under a high-stakes testing environment in Korea. This study undertakes a critical analysis of high-stakes testing and its intersectional effects in terms of structure and culture, attending to students’ everyday experiences in testing practices as these are embedded in certain discourses. Recent scholarship reveals that high-stakes testing reinforces a correspondence between socioeconomic status and educational attainment under the neoliberal educational policies of school choice, privatization, and high-stakes testing. In the analysis of educational policies such as the accountability movement, some studies contend that the political and economic discourses underpinning high-stakes testing are effectively hidden behind educational practices ostensibly aimed at raising standards. To date, however, there has been little attention to how students internalize the logic of neoliberal competition and how they experience educational achievement and opportunity structure within a high-stakes testing environment. Drawing on in-depth interviews of high school students from varying economic and academic backgrounds, this study found that students’ experiences of the high-stakes testing environment are influenced by their social class and achievement levels. High-stakes testing does not contribute to reducing achievement gaps between classes but rather reinforces educational alienation as well as opportunity gaps. Furthermore, high-stakes testing, as a cultural practice which affects students’ daily lives and their experience of curriculum and instruction, contributes to the ideological construction of students’ understandings of achievement and opportunity structure. While students experience structural constraints in achievement, they believe in testing as being a fair and equal opportunity. Concealing students’ struggles within structural barriers as well as their contradictory experiences in relation to ideologies of achievement and success, high-stakes testing becomes the medium through which students’ social desires are reproduced. An intersectional analysis in terms of culture and structure of students’ experiences in relation to high-stakes testing can help us to understand how the achievement ideology responds to students’ aspirations and also how those aspirations help this ideology persist. This study urges educational policies to focus on opportunity gaps and to look at contradictions and struggles that students experience in high-stakes testing. / text

The thesis provides a socio-historical perspective through which to evaluate the first five years of implementation (2002 to 2006) of social studies within the National Certificate of Educational Achievement [NCEA] in New Zealand secondary schools. The experiences of both lead educators, with responsibilities at a national level, and classroom teachers provide insights into the personal, contextual and institutional factors which have enabled and constrained the implementation process, especially at NCEA level one. The inclusion of social studies as a subject for the new qualifications and assessment system in New Zealand, the NCEA, heralded a significant opportunity for this integrated subject to gain academic status and acquire a unique identity within the senior secondary school curriculum. Paradoxically it set a relatively strongly framed assessment system beside a curriculum that has traditionally been weakly classified and framed (Bernstein, 1971). This paradox has created tensions for teachers who have responded in different ways, from full implementation to a more functional approach. Two groups of teachers were identified in the course of this study. The idealists are passionate advocates for senior social studies and are likely to implement it to all three NCEA levels in their school. The pragmatists, on the other hand, are more likely to offer only level one social studies, typically to their more academically able year 10 (Form 4) students for extension purposes, and also to induct them into the assessment requirements of the NCEA system before they study the traditional social science subjects at levels one, two and three. This pragmatic approach reflects past practices of the pre- NCEA, School Certificate era (1945-2001). It continues to reinforce the low status and unclear identity of senior social studies within the social sciences as well as within an already overcrowded senior school curriculum. At the end of this first five year period of implementation the viability of senior social studies is at a critical juncture, with its on-going success not yet assured.

Accountability for student learning outcomes is of importance to parents and school and district administrators, especially since the passage of The No Child Left Behind Act in 2001. The requirement for high-stakes testing to measure progress has fostered interest in ways to monitor student preparedness during the school year. This study used 2014 and 2015 test data from of 154 students from one elementary school to measure the correlation between individually administered Kaufman Test of Educational Achievement Brief Reading and DIBELS Next reading assessments and outcomes on the high-stakes Utah SAGE test. This correlational study used Pearson correlation coefficients to determine redundancy across the tests, and used multiple regression to assess how well scores on the KTEA and DIBELS Next tests predict students' subsequent scores on the SAGE test. Results indicate that DIBELS Next was a strong predictor of SAGE outcomes while KTEA Brief results were moderate predictors.