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The effects of career planning on self-concept and academic achievement of at-risk middle school students in an urban public school environmentCasey, Michael Winfield 08 August 1996 (has links)
The purpose of this study was to determine the
effects of a six-week career planning dropout prevention
program on the self-concepts and academic achievement of
at-risk middle school students in an inner-city public
school environment. The research population consisted of
1,434 students (grades seven, eight and nine) attending an
inner city public junior high school in south-central Los
Angeles, California. The selection of the research site
and sample was based on the assumption that the student
population met the criteria and demographic profile of
at-risk students: Students are from low-income and/or
single parent families; have low achievement scores in
reading and mathematics; exhibit a high incidence of
truancy, absenteeism and teenage pregnancy; have low
career aspirations and plans; and exhibit other related
characteristics of at-risk students.
The study was conducted from September, 1993 to
January, 1994 (fall semester, 1993). All students were
selected by random procedure from grades seven, eight and
nine. The experimental group consisted of 195 students
enrolled in a woodworking class. The control group
consisted of 1,239 students who were not enrolled in a
woodworking class but were enrolled in other elective
classes.
The experimental treatment consisted of a six week
career planning dropout prevention program. The career
planning dropout prevention program was infused into the
20-week woodworking class during the 6th through 12th
week, and consisted of seven interrelated topics and
lesson plans. The objectives of the study were to
research and explore career interests and options, and to
construct personal career planning portfolios for students
in the experimental group.
It was concluded that: a) There were no significant
differences between pre and post measures of self-concept
in the experimental group, b) There was no significant
difference in the pre and post academic achievement scores
between the control and experimental groups, c) There was
a substantial increase int he academic achievement scores
of the experimental group, but this increase did not equal
or exceed the alpha value. / Graduation date: 1997
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Examining the experience of reader-response in an on-line environment a study of a middle-school classroom /Arnold, Jacqualine Marshall, January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 307-339).
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Problem Representation and Mathematical Problem Solving of Students of Varying Math AbilityKrawec, Jennifer Lee 27 July 2010 (has links)
The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students. The primary interest was to analyze the problem representation processes students use to translate and integrate problem information as they solve math word problems. Problem representation processes were operationalized as (a) paraphrasing the problem and (b) visually representing the problem. Paraphrasing accuracy (i.e., paraphrasing relevant information, paraphrasing irrelevant linguistic information, and paraphrasing irrelevant numerical information), visual representation accuracy (i.e., visual representation of relevant information, visual representation of irrelevant linguistic information, and visual representation of irrelevant numerical information), and problem-solving accuracy were measured in eighth-grade students with LD (n = 25), LA students (n = 30), and AA students (n = 29) using a researcher-modified version of the Mathematical Processing Instrument (MPI). Results indicated that problem-solving accuracy was significantly and positively correlated to relevant information in both the paraphrasing and the visual representation phases and significantly negatively correlated to linguistic and numerical irrelevant information for the two constructs. When separated by ability, students with LD showed a different profile as compared to the LA and AA students with respect to the relationships among the problem-solving variables. Mean differences showed that students with LD differed significantly from LA students in that they paraphrased less relevant information and also visually represented less irrelevant numerical information. Paraphrasing accuracy and visual representation accuracy were each shown to account for a statistically significant amount of variance in problem-solving accuracy when entered in a hierarchical model. Finally, the relationship between visual representation of relevant information and problem-solving accuracy was shown to be dependent on ability after controlling for the problem-solving variables and ability. Implications for classroom instruction for students with and without LD are discussed.
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The relationships between Thai girls' and boys' attitudes and beliefs about mathematics and mathematics achievement, future mathematics coursework intentions, and career interestsKatwibun, Duanghathai 09 March 2000 (has links)
The intention of this study was to explore the relationships between Thai
middle school girls' and boys' attitudes and beliefs about mathematics and
mathematics achievement, future mathematics coursework intentions, and career
interests. Participants in this study were 523 students who were enrolled in The
Chiang Mai University Demonstration School during the first semester of the 1999
school year. In order to measure the students' attitudes and beliefs about
mathematics, a questionnaire was developed from the Fennema-Sherman Attitudes
Scale (Mulhern & Rae, 1998) and Indiana Mathematics Beliefs Scale (Kloosterman
& Stage, 1992). Students' mathematics achievement was obtained from their final
mathematics grades at the end of the semester. Students' future mathematics
coursework intentions questionnaire was developed from Throndike-Christ's
(1991) study. Finally, students' career interests questionnaire was rated according
to Goldman and Hewitt's (1976) science/math continuum.
The findings revealed that Thai middle school students had positive
attitudes and beliefs about mathematics. The students had good mathematics
achievement and demonstrated a moderate likelihood to take optional future
mathematics coursework. Many students were interested in careers related to
mathematics and science fields.
Focusing on grade level, those students in higher grades expressed lower
motivation, confidence in learning mathematics, and mathematics achievement. On
the other hand, they showed stronger beliefs about mathematics as a male domain
and the usefulness of mathematics and had stronger interests in careers related to
mathematics and science fields than students in lower grades.
Overall, no gender differences in motivation and confidence in learning
mathematics surfaced. However, gender differences favoring boys were found in
students' beliefs about mathematics as a male domain, the usefulness of
mathematics, the importance of understanding concepts in mathematics, and
increasing mathematical ability by effort. Boys also indicated more willingness to
take optional mathematics coursework and displayed stronger interests in careers
related to mathematics and science fields. The only gender difference favoring girls
was mathematics achievement. The regression findings revealed that attitudes and
beliefs about mathematics variables were predictive of students' mathematics
achievement, future mathematics coursework intentions, and career interests. / Graduation date: 2000
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The Relationship between Nature of Science Understandings and Science Self-Efficacy Beliefs of Sixth Grade StudentsParker, Elisabeth A 27 July 2010 (has links)
Bandura (1986) posited that self-efficacy beliefs help determine what individuals do with the knowledge and skills they have and are critical determinants of how well skill and knowledge are acquired. Research has correlated self-efficacy beliefs with academic success and subject interest (Pajares, Britner, & Valiante, 2000). Similar studies report a decreasing interest by students in school science beginning in middle school claiming that they don’t enjoy science because the classes are boring and irrelevant to their lives (Basu & Barton, 2007). The hypothesis put forth by researchers is that students need to observe models of how science is done, the nature of science (NOS), so that they connect with the human enterprise of science and thereby raise their self-efficacy (Britner, 2008). This study examined NOS understandings and science self-efficacy of students enrolled in a sixth grade earth science class taught with explicit NOS instruction. The research questions that guided this study were (a) how do students’ self-efficacy beliefs change as compared with changes in their nature of science understandings?; and (b) how do changes in students’ science self-efficacy beliefs vary with gender and ethnicity segregation? A mixed method design was employed following an embedded experimental model (Creswell & Plano Clark, 2007). As the treatment, five NOS aspects were first taught by the teachers using nonintegrated activities followed by integrated instructional approach (Khishfe, 2008). Students’ views of NOS using the Views on Nature of Science (VNOS) (Lederman, Abd-El-Khalick, & Schwartz, 2002) along with their self-efficacy beliefs using three Likert-type science self-efficacy scales (Britner, 2002) were gathered. Changes in NOS understandings were determined by categorizing student responses and then comparing pre- and post-instructional understandings. To determine changes in participants’ self-efficacy beliefs as measured by the three subscales, a multivariate analysis of covariance (MANCOVA) was conducted. Findings indicated that explicit NOS instruction was effective for all students except minority (Black, Hispanic, Asian, or multiracial) male students in improving NOS understandings. Furthermore, all students that received NOS instruction demonstrated decreased anxiety towards science. Future research should focus on long-term investigations of changes in anxiety and value of research constructs with regards to NOS instruction.
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Ecological Factors Affecting Hispanic Urban Middle School and High School Adolescents’ College and Career AspirationsHostrup, Judy Ann 2011 May 1900 (has links)
This mixed methods study investigates how ecological factors influence the
decisions urban Hispanic middle school and high school adolescents make concerning
their college and career aspirations. I examine the academic aspirations, career
aspirations, the influence of peers, teachers, and parents of seventh-, eighth-, ninth-, and
tenth-grade urban Hispanic adolescents, and gender roles in college and career aspirations
through the lens of Bronfenbrenner’s ecological subsystems theory.
Participants took the Student Career Assessment (SCA) survey consisting of
Likert-type multiple choice questions and open-ended questions to assess their college
and career aspirations. Quantitatively analyzed data examined the extent urban Hispanic
middle school and high school adolescents were influenced by items on scales of
encouragement, literacy, and education and whether there were differences by gender and
grade level. Student responses as to why they chose a specific career were analyzed
qualitatively.
Combined results for urban Hispanic middle school and high school adolescents
show a) both genders are interested in finishing high school and going to college, b)
Hispanic females are encouraged more than males to pursue their college and career
aspirations, c) more females than males know their career aspiration, but the majority of
students do not know how to prepare for their chosen career, e) females have more
confidence in their literacy skills than males. The more confidence Hispanic high school
students have in their literacy skills, the more likely they are to graduate from high
school.
Implications for future research should involve conducting studies in the areas of
college and career aspirations of urban Hispanic adolescents using random sampling.
More gender studies involving the college and career aspirations of urban Hispanic
adolescents would significantly add to the current body of knowledge.
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White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program a critical race theory analysis /Boznak, Barbara J. January 2009 (has links)
Thesis (D. Ed.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 263-288).
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Problem solving with middle school students a program evaluation /O'Bryan, Deborah. January 2007 (has links)
Thesis (Psy. D.)--Wheaton College, 2007. / Abstract. Includes bibliographical references (leaves 50-56).
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Self-determination theory in a collectivist educational context: motivation of Korean students studying English as a foreign languageMurray, Bokyung 28 August 2008 (has links)
Not available / text
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The A/B alternating block versus the modified block in the middle schoolCavazos, Salvador 05 May 2011 (has links)
Not available / text
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