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Title: Achievement motivation of pupils Author: Veronika Svobodová Supervisor: Doc. PhDr. Isabella Pavelková, CSc. The concern of this dissertation is the achievement motivation of pupils on the 2nd grade of primary schools. The aim of the theoretical part is the introduction to the theme of motivation of human behaviour with an accent on specifics of motivation for learning and especially the description of achievement motivation. In the practical part, there are set two research targets. The first target is to map achievement motivation of the pupils on the 2nd grade of one specific primary school. This mapping is done by the statistical processing of data from the questionnaire of achievement motivation MV-9, which was given to pupils. The second research target is a detailed analysis of achievement motivation of selected pupils from one class of the 2nd grade of the primary school. The aim is to identify significant demonstration of behaviour in relation to their achievement focus. Besides the filled questionnaire MV-9, the data are gathered from observations and interviews with pupils. Keywords: motivation, school achievement motivation, school achievement

The purpose of this study was to evaluate the Wechsler Pre-School and Primary Scale of Intelligence for use in predicting school achievement. The Wechsler Pre-School and Primary Scale of Intelligence was administered to 22 children enrolled in the Operation Head Start Program in Logan, Utah. The Wide Range Achievement Test was administered five months later to the same 22 children. The scores on the Wechsler Pre-School and Primary Scale of Intelligence were correlated to the scores on the Wide Range Achievement Test. On the basis of the .53 correlation between the Wechsler Pre-School and Primary Scale of Intelligence Full Scale IQ and the Wide Range Achievement Test Average Standard Score, the Wechsler Pre-School and Primary Scale of Intelligence was judged to be a useful instrument in predicting school achievement.

Instructional methodology is progressive and ever-changing. Urban middle school teachers perceive that their instructional strategies are working within their classroom. Many professional development workshops have been attended and created; yet reading articles about brain-based teaching strategies and keeping abreast of nontraditional approaches to teaching has been infrequent. As a result, this study investigates and explores teachers' perceptions of cognitive teaching strategies and their use of these strategies in the classroom. Some of the cognitive teaching strategies are explained through the Collins-Brown Model of Cognitive Apprenticeship. The strategies are also explained through the philosophies of Constructivism and Progressivism. In addition, school achievement may or may not be successful when cognitive teaching strategies are used. The stratagems should be followed by teachers who know Gardner' 1 Intelligences Theory and brain-based teaching instructional strategies. This paper discusses cognitive teaching strategies and school achievement. It also explores whether teachers have teacher quality thereby implementing the strategies that they perceive that they are performing in their classroom. In addition, the paper discusses how educational leaders and policymakers should offer support to instructional staff. Educational leaders should know and observe cognitive teaching in classrooms as well as policymakers making decisions to support the instructional component and personnel.

The achievement of reading and writing ta ks of different complexity leve! was evaluated. Two­hundred eighty-eight first-grade children responded to 76 items cla sified on the basis of one mor­ phological and one functional criterion. Variables regarding teaching practices as well a children's characteristics were used a predictors of reading and writing ta ks. A multiple regression analysis suggested that teacher's judgment  concerning the child's reading-writing  acquisition, sorne visual or auditive deficits, and final average on Spanish course explained almost 40% of the dependen! variable variance.  Result are discussed in terms of their teaching-leaming implications. / Se evaluó el desempeño de 288 niños de primer grado en tareas de lectura y escritura de diferente grado de complejidad. Se tomaron como predictores de los desempeños en las tareas evaluadas variables asociadas con la práctica docente y con antecedentes académicos inmediatos de los niños, así como sus características físicas. Mediante la aplicación de un análisis de regresión múltiple se identificó que las variables de años de experiencia del maestro en primer grado, el juicio que emite respecto a la adquisición de la lectura y la escritura del niño, la presencia de padecimientos de tipo auditivo y/o visual en el niño, y el promedio logrado por los niños en los cursos de español al término del año escolar predicen aproximadamente un 40% del desempeño de los niños en todos los niveles de complejidad de las tareas de lectura y escritura evaluadas. Se discuten los resultados en términos de su implicación en la práctica docente.

This study investigated the relationship between school building conditions and student academic achievement in Pennsylvania's high schools. Research questions analyzed by step-wise multiple regression were: (a) Is there a relationship between overall school building conditions and student academic achievement in Pennsylvania's high schools when socio-economic status (SES) is held constant?; (b) Is there a relationship between the cosmetic conditions of school facilities and student academic achievement in Pennsylvania's high schools when socio-economic status (SES) is held constant?; and (c) Is there a relationship between the structural conditions of school facilities and student academic achievement in Pennsylvania's high schools when socio-economic status (SES) is held constant? Two hundred and five randomly selected high schools in the Commonwealth of Pennsylvania were identified as the population for this study. Selected high school principals or principal designees were sent an on-line version of a modified Commonwealth Assessment of Physical Environment (CAPE) survey to ascertain information regarding the building conditions of their respective high schools. Student academic achievement data was measured by a three year scale score average of students' performance on the writing, reading and mathematics sections of the Pennsylvania System of School Assessment (PSSA) exams. Socio-economic status (SES) was identified as the percentage of students eligible for free or reduced lunch. This factor was used as a covariant to control academic achievement variance related to SES. A step-wise regression analysis identified that a relationship exists between high school building conditions and student academic achievement in Pennsylvania's high schools. As the building conditions in the participant high schools surveyed improved, a corresponding increase in the academic achievement of its students was noted. It did not appear to matter if the improvement in a school buildings condition was cosmetic or structural; any improvement in a school buildings condition was associated with an increase in student academic achievement. This would seem to indicate that a relationship exists between student academic achievement and school building conditions in Pennsylvania high schools. / Ed. D.

Diversos indicadores educacionais demonstram que meninos tendem a estabelecer uma trajetória escolar mais conturbada e marcada por interrupções. A partir desses indicadores, pesquisas têm sido realizadas com o intuito de compreender a produção do fracasso escolar mais acentuado entre alunos do sexo masculino, por meio de uma discussão sobre gênero, masculinidades e desempenho escolar. Tomando essas diferenças de indicadores educacionais como ponto de partida, realizei uma pesquisa qualitativa sobre meninos avaliados como bons alunos por suas professoras, apostando numa inversão epistemológica - do fracasso ao sucesso escolar como um meio profícuo para pensar na multiplicidade de práticas de masculinidades entre os meninos e nuançar as discussões sobre a temática. Baseada nas elaborações teóricas sobre masculinidades da socióloga Raewyn Connell, pretendia analisar como estes meninos faziam para articular um bom desempenho escolar e as interações entre seus pares, considerando a agência das crianças como um dos aspectos do regime de gênero das escolas. A pesquisa empírica foi realizada em uma escola pública da cidade de São Paulo que atendia alunos e alunas das camadas trabalhadoras. Durante o segundo semestre de 2014 e o primeiro semestre de 2015 observei o cotidiano escolar de uma turma de 4º ano e de outra turma de 5º ano do Ensino Fundamental. Além da observação participante, realizei entrevistas semiestruturadas com as crianças, o professor e a professora dessas turmas. Questionários socioeconômicos também foram respondidos pelos familiares. Diferentemente do que eu imaginava a partir da literatura sobre a temática, identifiquei que ser bom aluno não parecia contraditório ou difícil para a afirmação da masculinidade dos meninos, ao contrário, o engajamento e o bom desempenho escolar era valorizado e reconhecido como um aspecto positivo entre os alunos. Apesar disso, nem todos os meninos eram bons alunos e aqueles avaliados positivamente pela professora ou pelo professor tendiam a se distanciar dos maus alunos, indicando uma dimensão relacional na constituição e percepção de si como um bom aluno. Envolvidos em práticas de hierarquização, para ser um bom aluno os meninos precisavam conseguir jogar nas relações de poder entre pares, valendo-se de práticas de masculinidades valorizadas, assim como construindo e reconstruindo hierarquias escolares, socioeconômicas e raciais em suas interações. / Several Brazilian educational indicators show that boys tend to establish a shorter and more troubled school life. Considering these indicators, academical research has been done in order to understand boy\'s underachievement through a discussion about gender and masculinities. Taking these educational indicators as a starting point, I conducted a qualitative research about high-achieving boys as a way to think about the multiplicity of masculinities practices among boys and to nuance the discussion about the topic. Based on Raewyn Connell\'s sociological theory about masculinities and her ideias about the agency of children as an aspect of the schools gender regime, I analyzed how high-achieving boys articulate a good school performance and their interactions among peers. The qualitative research was done in a public primary school in São Paulo (Brazil) that is attended by working-class pupils. During a semestre in 2014 and a semestre in 2015, I did a participant observation in the daily school life of a group in the 4th and 5th grades of elementary school. In addition to the participant observation, I interviewed the children, a male and a female teacher. Socioeconomic questionnaires were also answered by family members. Contrary to what I expected from the literature about masculinities and achievement, to be a \"high-achieving pupil\" was not contradictory or difficult for the boys, instead, engagement and academic achievement was valued and recognized as a positive aspect among boys students. Nevertheless, not all the boys were \"hich-achieving pupils\" and those tended to distance themselves from the \"underachieving pupils\". Involved in hierarquical relations among peers, in order to be a high-achieving pupil boys have to be able to play on the power relations, constructing and reconstructing social and school hierarchies among their peer group.

The purpose of this qualitative study was to investigate perceptions and experiences of four Latino male students who obtained their high school diploma despite considerable adversity. An in-depth examination of the participants' academic experiences, familial impact on their education, and societal acculturation were explored to elucidate Latino male academic achievement in public high school. The dropout conundrum has serious economic and societal implications for the United States. In addition, the explosion of the Latino population in the southwestern portion of the U.S. adds another dimension to this dilemma since Latinos have a greater dropout rate than their white counterparts. However, there has been minimal qualitative literature that has given voice to students and their perceptions of academic success. Therefore, this study was conducted with individual, semi-structured interviews to give the students' voice to their story and create rich, thick descriptions for educators to understand the reasons these students were successful in school. Participants were selected from a randomized purposeful sample from the same high school. In addition, each student was interviewed three times to ensure prolonged engagement. Interviews were audio-taped and then transcribed by the researcher. Member checking, peer debriefing, artifact collection, and reflexive journaling were utilized to establish trustworthiness. The transcribed interviews were categorized to establish patterns and themes in the data. Even though the four participants were very different from each other in generational status, family environment, and personal interests, they were all able to obtain their high school diploma despite the hardships that have played a role in the failure in school of others much like these four. The students clearly articulated that treatment by the staff at school was a major factor in their academic achievement, and, even though they all came from non-traditional families, education was valued and encouraged in their homes. Recommendations for future studies include research on Latino college achievement and the role of Latino parents in their children's education.

Thesis (Ph. D.)--Florida State University, 2007. / Advisors: Judith L. Irvin, Sande Milton, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Includes bibliographical references.

This paper presents the results on four tests of students from fourth and fifth grade of eight urban and rural elementary schools. Four of the schools were located in rural Huaraz, two were urban public schools (one in Huaraz and one in Lima), one was a parochial school and one was a privare school (these last two in Lima). The tests measured cognitive processes (coding from the WISC-R) and achievement (reading comprehension, vocabulary and arithmetic). The results favored urban over rural students. Among the urban, the highest scores were for the students of the privare and parochial schools. Girls scored significandy less than men in sorne of the rural schools. Overall, more than gender differences, the results showed a significandy poorer performance for the rural students. / Este artículo presenta los resultados en cuatro pruebas de alumnos de cuarto y quinto grado de cuatro escuelas rurales de Huaraz, una escuela estatal de Huaraz, una escuela estatal de una zona urbanomarginal al sur de Lima, una escuela parroquial de Lima y una escuela privada de Lima. Las pruebas fueron de códigos, aritmética, comprensión de lectura y vocabulario. Los puntajes más altos fueron alcanzados por los alumnos de la escuela privada y parroquial y los más bajos por los de escuelas rurales. Analizando las diferencias por sexo, las diferencias se dieron en algunas escuelas rurales y mostraron ventaja para los hombres. En general, más que diferencias de género, los resultados mostraron la pobreza en el rendimiento de los alumnos rurales frente a los urbanos.