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Much of the recent literature in mentoring centers on the effectiveness of volunteers who donate their time to relationships with children in need of a positive adult role model (DuBois & Karcher, 2005). Because mentors generally take on a great deal of responsibility with youth who are often at-risk either personally or academically (Commonwealth Fund, 1998; McLearn, Colasanto & Schoen, 1998; McLearn et al., 1999), researchers want to identify those variables and practices that increase the chance of a successful and beneficial relationship (Nakkula & Harris, 2005). This study examined the benefits of adult-child mentoring and looked for connections between the mentees’ growth in social competence and the relationship length, match quality, and specific mentoring strategies employed. The mentors’ perceptions of sufficiency about the match, the mentee’s additional resources, and their own abilities were also examined. A survey was distributed electronically to 890 Austin, Texas mentors about their relationships, and a separate school level survey was distributed to the 90 mentor contacts located in each school that utilizes mentors. School demographic data was also collected from the Texas Education Agency. The results indicate that longer and more high-quality matches, an increased importance placed on getting the mentee to care more about others, and spending more time with the mentee’s teachers all predict higher levels of growth in specific social competencies. The strength of the match was also a positive predictor of the mentors’ sense of sufficiency about themselves and about the impact of mentoring with their mentee. The results suggest a need for increased training in the specific caring and teacher-involvement mentor strategies, and for more discussion with mentors about the importance of committing to long-term, high-quality matches. / text

Thesis advisor: Henry Braun / There is a broad interest in narrowing achievement gaps among all groups of students and improving education by scientifically sound methods. On October 25, 2006, the United States Department of Education published new regulations allowing single-sex education in public schools whenever schools think it will improve student achievement. Thus far, studies comparing single-sex with coeducational schools have been carried out at the national level mostly in England, Australia and Jamaica, while US' studies were limited to Catholic schools. Few studies reported descriptive statistics or effect sizes and most studies differ in the criteria and statistical controls they use to compare single-sex and coeducation. This dissertation presents models for science achievement and attitudes towards science for 8th -grade students attending either single-sex or coeducation schools in Hong Kong and New Zealand, using the Trends in Mathematics and Science Study (TIMSS) datasets from 1995, 1999, and 2003. To properly account for the nested structure of data, an HLM model was estimated for each sex, for each of the two jurisdictions at three time points, corresponding to the three TIMSS administrations. The within - country results were compared to see if differences between single-sex and coed schools were consistent over time. In addition, this dissertation proposed an approach to examine the sensitivity of the estimated effects of school-type on student outcomes to the presence of unmeasured variables which may introduce hidden selection bias, using a modification of the method proposed by Rosenbaum and Rubin (1983). Based on its conditional distribution with an instrumental variable, chosen based on the review of single-sex literature, the Monte Carlo simulated values of the unobserved variable were used as level-1 predictors in a one-way ANCOVA with random effects. The sensitivity analysis was limited to science achievement of Hong-Kong's girls in TIMSS 2003. Findings show that single-sex education contributed to girls' science performance and attitudes in NZL 1999 and HKG 1999 and 2003, and low sensitivity for school-type contrast. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

Thesis advisor: Ana M. Martinez Aleman / Colleges and universities within the United States are continuously looking at ways to assess and measure student outcomes, academically as well as psychosocially. Student engagement measures have come to the forefront of assessment tools as a way for college administrators to determine whether their students are actively engaged in programs and activities on campus and whether this participation actually affects their retention and persistence. Women's colleges have been studied extensively as an alternative to the coeducational college environment for women. Founded on the premise of providing a higher education to an underserved population of women, women's colleges have evolved to providing an educational environment that serves to empower and enlighten their female students. However, over time, the number of women's colleges have declined through closure, merger or coeducation. The purpose of this study was to determine whether there was a significant difference in engagement levels of female students who attended former women's colleges and those who attended historically coeducational colleges or women's colleges. Exploring the engagement levels of students attending coeducational colleges that were founded as women-only, with the corresponding woman-centric educational experience, it can be determined whether that history and commitment continue and result in an educational environment that engages women significantly more than an institution that was coeducational from its inception. Using the NSSE benchmarks, HLM and ANOVA was used to determine any relationship between time from coeducational transition or male enrollment percentage and engagement levels. Interaction effects were also explored. Results of this study reveal three conclusions. First, consistent with the literature, students attending women's colleges are reporting higher engagement levels across all benchmarks when compared to their peers attending former women's colleges and historically coeducational colleges. Second, the engagement levels of female students attending former women's colleges are split along academic and psychosocial lines. Third, consistent with the "chilly climate" literature, increasing male enrollment percentage was linked to lower reported engagement levels by women attending former women's colleges. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Higher Education Administration.

The 1999-2000 restricted-use School and Staffing Survey (SASS) dataset was used to construct hierarchical linear models to determine to what degree administrative support, resources, collegiality, parental support, school atmosphere, credentialing requirements, professional development, classroom and school autonomy, and compensation can predict teacher satisfaction in public, private, and charter schools after controlling for teacher background and school characteristics. Variables were selected in part because it is possible for them to be manipulated by policy. The study also reports on efforts to refine and validate subscales of items chosen based on theory and literature from the SASS to represent teacher satisfaction and predictors of satisfaction. SASS collected a nationally representative complex random sample of public, private, and charter schools with teachers randomly selected from schools. The conceptual framework of this study identifies level of opportunity and amount of power to access and use resources as the most significant aspects of a position as related workplace conditions. Though teaching is often characterized by isolation from adults, results of this study show that relationships with others are important. Key relationships focus on principals of schools for administrative support and leadership, teachers and school staff for cooperative environment and collegiality, parents for parental support, and students in terms of respect and behavior. Teachers also report higher levels of satisfaction when they have adequate resources like time and materials, when they have autonomy in their own classrooms, and when they are satisfied with their class sizes and salary. Principals of schools appear to be in the best position to directly influence teacher job satisfaction, but they need support from their community and school districts.

The concept of function is one of the essential topics in the teaching and learning of secondary mathematics because of the central and unifying role it plays within secondary and college level mathematics. Organizations, such as the National Council of Teachers of Mathematics, suggest students should be able to make connections across multiple representations of mathematical functions by the time they complete high school. Despite the prominent role functions play in secondary mathematics curriculum, students continue to struggle with the complex notion of functions and especially have difficulty using the different representations that are inherent to functions (algebraic, graphical and tabular). Technology is often considered an effective tool in raising student achievement, especially in learning functions where the different representations of a graphing calculator are analogous to the different representations of a function. Opportunity to learn is another important consideration when examining achievement and is generally considered one of, if not the most important, factor in student achievement. Opportunity to learn, or the measure of to what extent students have had an opportunity to learn or review a concept, is often measured with self-reports of content coverage. This study examined the relationship between opportunity to learn, students'; use of graphing calculators, and achievement within a curriculum that supports integrated use of technology and focuses on conceptual understanding of mathematical concepts. The research questions focused on what opportunities students had to learn functions from the enacted curriculum, what calculator strategies students used when solving function problems, how both opportunity to learn and calculator strategies influenced student achievement, and what relationships exist between opportunity to learn, use of calculator strategies, and student achievement. This study is an in-depth secondary analysis of a portion of data collected as part of the evaluation study of Precalculus and Discrete Mathematics (Third Edition, Field-Trial Version) developed by the University of Chicago School Mathematics Project. Participants in this study (n = 271) came from six schools, seven teachers, and 14 classes. Instruments in this study include two pretests (one with technology and one without) and three posttests (two with technology and one without) and a calculator usage survey for one posttest. In addition to five student assessments, teachers completed opportunity-to-learn surveys for the posttests and chapter evaluations forms on which they indicated the lessons taught and the homework problems assigned from the textbook. Some students (n = 151) had access to graphing calculators equipped with computer algebra systems (CAS) while others (n = 120) had access to graphing calculators. Students had multiple opportunities to learn functions as measured by lessons taught, homework assigned, and posttest items teachers reported as having taught or reviewed the content necessary for students to correctly answer the items. Overall, students showed a positive increase in achievement between the pretests and posttests. In general, achievement was positively correlated to OTL Lessons, negatively correlated to OTL Homework, and had no correlation to OTL Posttests when controlling for prior knowledge. Results indicate students appear to be, for the most part, making wise choices about when and how to use graphing calculators to solve function items. Students prefer the graphical representation and are rarely using CAS features or tables, even when they are the best choices for solving a problem. Results from hierarchical linear models (HLM) show use of strategies (beta = 0.96), access to CAS (beta = 5.12), and OTL lessons (beta = 0.75) all had significant and positive impacts on student achievement for one of the posttests, when controlling for prior knowledge. Results from path analyses also indicated use of strategies had a direct and positive effect (beta =0 .14) on student achievement but showed access to CAS had a negative indirect effect (beta = -0.64) on student achievement for the same posttest mitigated through OTL Lessons (beta = 0.30). The results of this study have implications for both researchers and mathematics educators who seek to understand ways in which teachers can increase students'; understanding of functions and student achievement. The relationship between the use of technology and student achievement in relation to opportunity to learn is complex, but use of calculator strategies appears to have a positive effect on students' opportunity to learn functions and student achievement when used in a curriculum that focuses on conceptual understanding and integrates technology.

Sociology at its core has always been interested in understanding how society works. Previous studies on social stratification have sought to outline who gets what, when, and why. This project introduces the where element to advance our understanding of how resource distribution affects life chances. The research question is: Does the percent of Latinos in the area of residence have an influence on Latino?s individual poverty over and above the influence on poverty of the person characteristics? The study ascertains how micro-level inequality is influenced by macro-level attributes and explores how spatial non-stationarity plays a role in these mechanics. This sociospatial inequality investigation will delineate how individual-level stratifying mechanisms are influenced by context-level structural attributes and how sociospatial non-stationary processes play a role in these mechanics. The dissertation is conceptually driven by Hubert M. Blalock's 1970 theory on minority relationships. Blalock posited the testable hypothesis that discrimination against oppressed groups increases when their population rises. Using theoretical propositions inspired by Blalock leads to the testing of the following two formal hypothesis: the multilevel hypothesis (H1) focuses on macro-level effects, I hypothesize that as the percent of Latinos/as in the area of residence increases, the odds of being in poverty will increase for Latinas/os; on the spatial hypothesis (H2), I hypothesize that the statistical association between percent Latina/o and percent poverty is spatially nonstationary. I find that H1 cannot be falsified. The models reveal, as Blalock predicted, that as the percent of Latinos/as in the area of residence increases, the odds of being in poverty increase for Latinas/os (even after controlling for various level-1, level-2, and GWR-level-2 factors). I also find that H2 could not be falsified. I find that the statistical association between percent Latina/o and percent poverty is spatially nonstationary. My multilevel and spatial modeling investigation was unable to falsify Blalock's minority group threat theory. Hierarchical models indicate that as the percent of Latino/a increases, the likelihood of being in poverty for Latinas/os increases. This statically significant relationship holds constant even after spatial nonstationarity level-2 control factors are introduced.

The purpose of this study is to investigate the effects of mathematics teacher and classroom characteristics on students&rsquo / mathematics achievement across Turkey,European Union countries and the other candidate countries by analysing the data collected from student and teacher background questionnaire and mathematics achievement test in the Third International Mathematics and Science Study (TIMSS-R). Mathematics teacher characteristics were divided into three groups as teacher&rsquo / s background variables, teacher&rsquo / s instructional practices and class characteristics. Except Cyprus, in all the other countries, there was sufficient amount of between-class variance to build explanatory models. After home educational resources (HER) of students was taken as a control variable, explanatory models were built by using Hierarchical Linear Modeling (HLM). The amount of variance explained by the full model ranged from 26 % in Romania to 74 % in Netherlands. There were substantial differences among the countries, especially in the teacher&rsquo / s instructional practices. It was found that mean of HER had high effect on student mathematics achievement in all the countries except Romania. It is recommended that the factors that were found to have significant effects on student learning should be explored in experimental settings.

Sociological and demographic analyses of minority fertility in the United States have suggested that the processes of socioeconomic, cultural, marital, and structural assimilation will lead to convergence in fertility. So far, little research has used the assimilation approach to study the fertility of the minority populations of China, and also, no research has taken both individual-level and group-level characteristics as predictors. Using micro-data from the One Percent 1990 Census of China, this dissertation performs multilevel analyses, hierarchical generalized linear modeling, to examine the effects of assimilation and the one-child policy at both the individual level and the group level on minority women's fertility. Several patterns are found in the multilevel analyses. First, the contextual characteristics of minority groups have strong correlations with fertility across thirty major minority groups in China. It suggests that community power and subculture have strong influences on women's decisions regarding their number of children. Second, the effect of the one-child policy is positive and highly significant on minority women's fertility. However, the strong policy effect does not cover the effect of assimilation. After controlling for policy, the impact of all the assimilation predictors, at both the individual and group level, still remains statistically significant. At the individual level, minority women's educational level, occupational status, status of intermarriage, and migration status have significant and positive impacts on their fertility. At the group level, the levels of minority groups' residential segregation, educational segregation, illiteracy, intermarriage rate, and their Moslem group culture have significant and negative impacts on individual women's fertility. Third, several cross-level interactions in the rural models are not consistent with the complete models, which suggests that some indirect effects of assimilation on minority fertility may come from the urban minorities. Finally, in addition to the direct impacts of socioeconomic, marital, and cultural assimilation on minority fertility, several cross-level interactions are significant and indirectly affect women's fertility. Findings reported in this dissertation indicate a successful integration of individual and contextual variables in analyses of minority fertility. The results contribute to the understanding of the assimilation impacts on minority fertility in China.

The primary goal of the current study is to develop a more advanced model of information-seeking behaviors. For achieving this goal, it paid attention to two social phenomena characterizing contemporary society: informationalization and globalization. First, focusing on these two influential phenomena, this study investigated how individual-level factors—information overload, information ambiguity, and goal orientations—affected information-seeking behaviors among employees in a multinational corporation. Next, in addition to these individual predictors of information-seeking behaviors, this study explored the effects of two team-level factors—team task interdependence and team tenure—on the relationships between the main predictors and information-seeking behaviors. Last, paying more attention to the multicultural context, this study investigated how these employees in a multinational corporation seek task and feedback information from two culturally different sources: American direct advisors and Korean expatriates. In order to more thoroughly investigate the roles of the cultural backgrounds of information sources, this study explored how American employees perceived the cultural backgrounds of the two culturally different sources and how such perceptions influenced those employees’ information-seeking behaviors. / text