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Self-Reported Field Dependent/Independent Characteristics in Immigrant Adult LearnersDyer, Jean A. January 2004 (has links) (PDF)
No description available.
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Factors that relate to the persistence of first-generation undergraduate students in a public universityUnknown Date (has links)
This study examined factors that relate to the persistence of first-generation
undergraduate students in a 4-year public university in the Southeastern United States.
Results were analyzed from a 2011 two-part survey: CARES-I (College Assessment of
Readiness for Entering Students-Intent) and CARES-A (College Assessment of
Readiness for Entering Students-Actual/Achieved. Semistructured interviews were
conducted with first-generation undergraduate persisters, administrators, and professors.
There was no statistically significant difference in persistence between
continuing-generation and first-generation students. None of the factors, with the
exception of performance goals on CARES A, were found to relate to persistence.
Significant positive correlations were found between persistence and residential status, a
learning strategies course, gender, high school GPA, and first semester in college GPA.
The learning communities program was not found to significantly relate to persistence.
The CARES surveys were found to be weak for predicting persistence. There was no significant interaction between any of the factors, persistence, and first-generation and
continuing-generation, except for performance goals on CARES I and self-efficacy on
CARES A. Findings from the interviews indicated that self-efficacy was highly important to
graduation. The students had clear academic and professional, learning, monetary, and
social outcome expectations. Student performance goals varied in amount of time, use of
learning strategies, and organizational tools. Of the organizational variables, academic
and social integration positively impacted persistence. However, the participants wished
to have had higher grades as freshmen, found the STEM courses tough, had no informal
interaction with administrators or professors, and did not use office hours enough.
Students spoke positively of institutional programs, clubs, services, and organizations
such as Supplemental Instruction (SI), the Math Lab, and Writing Center. Administrators
and professors expressed a need for more information and responsiveness to persistence
factors. Persistence was not impeded by family, friends, or work, whereas financial issues
were prevalent. Although demographic variables did not negatively impact persistence,
exo and macrosystem factors beyond the doors of the university emerged.
Recommendations and options are provided for further research and for the university to
improve persistence. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.
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Family, obligation, and educational outcomes: unraveling the paradox of high aspirations and low academic achievement among the children of Haitian immigrantsUnknown Date (has links)
The desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the academic achievement of many Haitian American students. Some students who expected that passing grades would lead to college are unable to pass the FCAT exam required to earn a high school diploma. Surprisingly, the highest levels of academic achievement were attained by the students with the poorest and least educated parents. They displayed extraordinary motivation attributed to a strong sense of familial obligation. / by Tekla Nicholas. / Thesis (M.A.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.
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Science learning and literacy performance of typically developing, at-risk, and disabled, non-English language background studentsLarrinaga McGee, Patria M. 01 October 2000 (has links)
No description available.
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The effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievementUnknown Date (has links)
The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65]). / The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention. / by Ivett Urbina. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.
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The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian studentsUnknown Date (has links)
The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program. / by Velouse Jean-Pierre Jean-Jacques. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.
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