Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.

Orientador: Luís Enrique Aguilar / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T22:47:12Z (GMT). No. of bitstreams: 1 Brezinski_MariaAliceSens_M.pdf: 4425755 bytes, checksum: d634df0c454eee8372f539da9c661c1c (MD5) Previous issue date: 2011 / Resumo: Esta investigação tem como foco o novo modelo para a Educação Profissional e Tecnológica, implantado no Brasil pelo MEC, a partir de 2008 e o papel da avaliação institucional na configuração do desenvolvimento do Instituto federal de Santa Catarina. Usou-se a metodologia de estudo de caso para abordar a temática, no que diz respeito à articulação de duas legislações que simultaneamente atuam sobre esta instituição federal induzindo mudanças organizacionais e institucionais de alta relevância. Assim, os efeitos da Lei 11.892 de 29 de dezembro de 2008 que criou os Institutos Federais de Educação, Ciência e Tecnologia, com oferta de educação básica, técnica de nível médio e superior e da Lei 10.861 de 14 de abril de 2004, que instituiu o Sistema Nacional de Avaliação Superior (SINAES), constituem o núcleo das análises deste estudo. Os institutos federais integram a Rede Federal de Educação Profissional e Tecnológica, atualmente composta por 38 unidades distribuídas em todos os estados brasileiros. Até 2002, foram criadas 140 escolas técnicas e em finais de 2010 o Ministério da Educação já ultrapassava a marca das 350 unidades. A avaliação institucional e a definição de um novo modelo institucional para a educação profissional e tecnológica (EPT) no Brasil, conceitualmente se constituem em dispositivos com poder de indução para o desenvolvimento institucional. Entendendo que a transformação dos Centros Federais em Institutos Federais e a política de expansão da educação profissional no país foram prioridades da agenda política do governo LULA e que o SINAES é o atual modelo de avaliação institucional, a análise percorre as intenções contidas na condução dessas políticas e as possibilidades que oferecem ao desenvolvimento da educação profissional. Os efeitos de tais políticas verificam-se na atual configuração das instituições federais de EPT, na estrutura organizacional e na abrangência de atuação, observados pela dinâmica no PDI e nos relatórios da CPA que vêm demonstrando o caráter formativo proposto pelos instrumentos legais. Os resultados da pesquisa apontam para os referidos efeitos e os dilemas do seu desenvolvimento a partir do estudo da especificidade do IF/Santa Catarina. / Abstract: This research focuses on the new model for Professional and Technological Education implemented in Brazil by MEC after 2008 and the role of the institutional evaluation in the configuration of de development of the Instituto Federal de Santa Catarina. Using the methodology of case study as the appropriate methodology to broach the subject of articulation of two laws that act simultaneously on these federal institutions, inducing organizational and institutional changes of great importance, thus, the effects of Law 11,892 of 29 December 2008 which created the Federal Institutes of Education, Science and Technology, offering basic education, middle and high level technology and the Law 10861 of 14 April 2004, which established the Sistema Nacional de Avaliação Superior (SINAES), constitute the nucleos of the analysis. The federal institutes are part of the Federal Network of Vocational and Technological Education, which currently consists of 38 units in all states. Until 2002, 140 technical schools were created and in late 2010 the Ministry of Education has already exceed the mark of 350 units. The Institutional evaluation and definition of a new model for professional education and technology (EPT) in Brazil, conceptually constitutes devices with power for institutional development. Understanding the transformation of the federal Centers in Federal Institutes and political expansion of professional education in the country were priorities of the political agenda of the Lula government and the SINAES is the current model of institutional evaluation, the analysis covers the intentions contained in policy leadership and the possibilities offered by the development of professional education. The effects of such policies are found in current configuration of the federal institutions of EPT in the organizational structure and scope of work, the dynamics observed in the PDI and the CPA reports that have demonstrated the character format proposed by the legal instruments. The search results link to these effects and the dilemmas of development from the study of the specificity of the IF / Santa Catarina. / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestre em Educação

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The purpose of this study was to investigate the impact of English First Additional Language on learners‘ academic performance. Qualitative approach was used to elicit responses from a sample of 12 learners and 4 teachers. The participants were purposefully sampled from a secondary school in Soshanguve. The researcher collected data using semi-structured interviews and classroom observations. Both selected teachers and learners were interviewed, and content subject lessons were observed. The data was analysed using inductive thematic data analysis method. The findings of the study indicated that different factors such as poor English Language proficiency, the use of mother tongue language in the classes, lack of parental involvement, and lack of tangible resources and instructional materials had a negative impact on learners‘ academic performance. The findings also showed that lack of exposure to English language among both teachers and learners is a critical factor that resulted in the poor academic performance of Grade 10 learners. The study recommends that all the recommendations made to all the stakeholders involved, such as the Department of Education, teachers, parents and learners, should be implemented in order to improve the academic performance of all learners in schools.

The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

The US National Assessment of Educational Progress (NAEP) measures cognitive competences in reading and mathematics of US students (last 2012 survey N = 50,000). The long-term development based on results from 1971 to 2012 allows a prediction of future cognitive trends. For predicting US averages also demographic trends have to be considered. The largest groups’ (White) average of 1978/80 was set at M = 100 and SD = 15 and was used as a benchmark. Based on two past NAEP development periods for 17-year-old students, 1978/80 to 2012 (more optimistic) and 1992 to 2012 (more pessimistic), and demographic projections from the US Census Bureau, cognitive trends until 2060 for the entire age cohort and ethnic groups were estimated. Estimated population averages for 2060 are 103 (optimistic) or 102 (pessimistic). The average rise per decade is dec = 0.76 or 0.45 IQ points. White-Black and White-Hispanic gaps are declining by half, Asian-White gaps treble. The catch-up of minorities (their faster ability growth) contributes around 2 IQ to the general rise of 3 IQ; however, their larger demographic increase reduces the general rise at about the similar amount (-1.4 IQ). Because minorities with faster ability growth also rise in their population proportion the interactive term is positive (around 1 IQ). Consequences for economic and societal development are discussed.

The focus of the study was to investigate the role of Learning and Teaching Support Materials (LTSMs) in determining a school performance and quality education. For sampling purposes, a rural disadvantaged school was selected to reveal how such schools organise and implement their instructional programs devoid of LTSMs. A school library, school laboratory and computer technology were prioritised for their bearing on National Curriculum Statement (NCS) implementation. According to the study‘s findings, the prioritised LTSMs were found to be vital in modernising, appropriating and improving a school performance and the quality of education. The study argued that without relevant LTSMs, schools can neither hope nor manage to successfully implement outcomes based education. Hence, learners in those schools are still excluded from quality education. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies and Didactics)

This study investigated the effects of teacher background variables on fourth grade reading achievement data collected from the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (NAEP) using a causal-comparative research design. Teacher quality variables related to teacher credentials, instructional methods, training, and support were selected from the NAEP background questionnaire. Descriptive and inferential statistical analyses were used to examine teacher background information and fourth grade reading NAEP scaled scores using measures of central tendency, independent t-tests, analysis of variance, and Tukey’s HSD post hoc analysis. Findings suggest that certain teacher quality variables positively impact fourth grade reading achievement. Significant differences existed among fourth grade reading scaled scores for the following variables: teaching credentials [region (p < .05), traditional preparation route (p < .001), highest degree earned(p < .05), years of experience (p < .001)]; instructional methods [reading aloud by students (p < .01), questioning character motives (p < .01), student selection of reading materials (p < .001), explaining/supporting text (p < .05), identifying main theme (p < .001), time spent on reading (p < .001), primary language arts integration (p < .05)]; teacher support [instructional grade level support/technical assistance by reading specialist (p < .05) and mentoring (p < .05)]. This study expands the current literature on teacher quality by exploring the effects of teacher variables on reading achievement.

Protective, as well as punitive legal measures applicable to education, are embedded in various acts. Despite these legal measures, incidences of educator misconduct occur at schools and often go unpunished. The implied situation, namely that the legal measures are not applied correctly, as well as the effect that educator misconduct has on educator security, is a cause for concern. This study is embedded in Education Law as the subject area and aimed to determine the effect of educator misconduct on educator security. Factors contributing to the phenomenon of non-punishment of educator misconduct were also investigated and determined. By utilising a qualitative research design and participants from a specific geographical area, a variety of findings have been made. The most important finding is that particular instances of educator misconduct has a detrimental effect on educator security which manifests on the physical as well as psychological levels of the participants in this study. Educator misconduct not only impacts educator security, but may also lead to a dysfunctional equilibrium, rendering schools ineffective. Some reasons for not applying legal measures include an unacceptably low standard of legal knowledge among employees, union involvement, ubuntu and the tribal hierarchy system. These reasons have, however, been found to be perfunctory. The deep-seated reason can be attributed to the quest for modernisation. Not all societies have fully modernised and rural societies, in particular, are still trapped in a transition period. The expectancy levels for service delivery and professionalism in these societies are low, thus contributing to educators‟ misconduct and unprofessional behaviour. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015

Protective, as well as punitive legal measures applicable to education, are embedded in various acts. Despite these legal measures, incidences of educator misconduct occur at schools and often go unpunished. The implied situation, namely that the legal measures are not applied correctly, as well as the effect that educator misconduct has on educator security, is a cause for concern. This study is embedded in Education Law as the subject area and aimed to determine the effect of educator misconduct on educator security. Factors contributing to the phenomenon of non-punishment of educator misconduct were also investigated and determined. By utilising a qualitative research design and participants from a specific geographical area, a variety of findings have been made. The most important finding is that particular instances of educator misconduct has a detrimental effect on educator security which manifests on the physical as well as psychological levels of the participants in this study. Educator misconduct not only impacts educator security, but may also lead to a dysfunctional equilibrium, rendering schools ineffective. Some reasons for not applying legal measures include an unacceptably low standard of legal knowledge among employees, union involvement, ubuntu and the tribal hierarchy system. These reasons have, however, been found to be perfunctory. The deep-seated reason can be attributed to the quest for modernisation. Not all societies have fully modernised and rural societies, in particular, are still trapped in a transition period. The expectancy levels for service delivery and professionalism in these societies are low, thus contributing to educators‟ misconduct and unprofessional behaviour. / MEd (Education Law), North-West University, Potchefstroom Campus, 2015