Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 102-119). Also available in print.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 119-125). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed June 25, 2007; title from title screen. Includes bibliographical references (p. 142-148).

xii, 93 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Dropping out of high school may have individual as well as social implications. The process of dropping out is attributed to social and academic risk factors. Attendance, course completion and grade-point-average have been identified as key indicators of students off-track for graduation. This study utilized a single exploratory case design with embedded quantitative statistical analysis to understand the characteristics of 416 students transitioning from three middle schools to a large, suburban high school. Correlation and regression analyses were used to examine the relationship between 12 middle school indicators and ninth grade attendance, course completion, and grade-point-average. Findings suggested that middle school grade-point-average, course grade D, attendance, and ACT math scores were strong predictors of ninth grade performance. The major implications have highlighted key middle school risk indicators for identifying and providing intervention to transitioning students at risk of school failure. / Committee in charge: Gerald Tindal, Chairperson, Educational Leadership; Edward Kameenui, Member, Special Education and Clinical Sciences; Paul Yovanoff, Member, Educational Leadership; Robert 0 Brien, Outside Member, Sociology

No description available.

This project is a web site dedicated to providing computer literacy resources that assist teachers in designing quality, interesting, and educational curricular units directed toward adolescent learners.

This project focused on the enhancement of an existing school web page. Schools have jumped on the bandwagon in record numbers in the past couple of years publishing web pages about their schools. Cucamonga Middle School is no exception, having first published a web site in 1995. Utilizing information gathered from a survey, the author/webmaster created a redesign of the existing school webpage. The wants and needs of parents, as noted in the survey were the driving force behind the redesign.

It is important that students understand not only how their local watershed functions, but also how it is being impacted by impervious surfaces. Additionally, students need experience exploring the scientific and engineering practices that are necessary for a strong STEM background. With this knowledge students can be empowered to tackle this real and local problem using engineering design, a powerful practice gaining momentum and clarity through its prominence in the recent Framework for K-12 Science Education. Twenty classes of suburban sixth-graders participated in a new five-week Watershed Engineering Design Unit taught by their regular science teachers. Students engaged in scientific inquiry to learn about the structure, function, and health of their local watersheds, focusing on the effects of impervious surfaces. In small groups, students used the engineering design process to propose solutions to lessen the impact of runoff from their school campuses. The goal of this evaluation was to determine the effectiveness of the curriculum in terms of student gains in understanding of (1) watershed function, (2) the impact of impervious surfaces, and (3) the engineering design process. To determine the impact of this curriculum on their learning, students took multiple-choice pre- and post-assessments made up of items covering the three categories above. This data was analyzed for statistical significance using a lower-tailed paired sample t-test. All three objectives showed statistically significant learning gains and the results were used to recommend improvements to the curriculum and the assessment instrument for future iterations.

This study examined the differences between eighth grade athletes and nonathletes in terms of mathematics and reading achievement based on standardized test scores from direct cognitive assessments in mathematics and reading. The data for this study came from the Early Childhood Longitudinal Study Kindergarten Class of 1998- 1999 (ECLS-K). Data were collected from student and parent surveys in conjunction with direct cognitive assessments. The research questions were as follows: 1. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 2. To what extent is there a difference in mathematics achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? 3. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported future educational goals and socioeconomic status? 4. To what extent is there a difference in reading achievement between eighth grade athletes and non-athletes while controlling for self-reported weekly time spent on homework and socioeconomic status? iv Factorial ANOVA‘s were used answer each research question. An additional variable, gender, was utilized to further evaluate differences in mathematics and reading scale scores. Based upon the results, no statistical significance was found in the threeway interaction effects for any of the research questions. As the two-way and main effects comparisons were evaluated, statistical significance was indicated within each question based on the multiple independent variables. Overall, the athletes did not outscore non-athletes. There were consistent differences in mean scores in reading and mathematics based upon self-stated future educational goals where students maintained higher mean scores in reading and mathematics as their educational goals increased. In addition consistent differences in mean scores in reading and mathematics were indicated where students below the poverty level had lower mean scores than students at or above the poverty level. Finally, students‘ mathematics and reading achievement significantly increased as their self-reported weekly time spent on homework increased. v This study is d

<p> The proposed study involves the use of mixed methodological research of a conceptual model of Response to Intervention (RTI) as an instructional process aimed at increasing student achievement and thus reducing the achievement gap. The study aims to examine the relationship between implementation of a district-wide systematic process of Response to Intervention (RTI) in reading and student achievement in middle school. Embedded in this model is the possible impact of staff perception on fidelity of implementation. The construct of RTI employed in this study is the <i>hybrid approach,</i> which was developed from the modern standard protocol and problem-solving approaches, both which were born from the historical models of RTI developed by Bergan and Deno (Batsche et al., 2006). A conceptual framework was developed to conceptualize the required components of a systematic process of RTI with an academic focus, staff perceptions of the implementation process, and the potential impact on student achievement.</p>