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Academic programs and services that affect student athlete successRode, Cheryl Rebecca 15 May 2009 (has links)
Academic programs for student athletes are an integral part of collegiate athletic programs across the country. The Summer Bridge Program at Texas A&M University is a transition program for student athletes that are beginning their first year of college. The program allows student athletes to begin their college career in the summer immediately following graduation and take a few courses and learn study and time management skills. The purpose of this study was to determine if transition programs were effective in helping student athletes succeed academically while in college. Chickering’s Theory of Identity Development and literature on learning communities formed the framework of the study. Learning communities and transition programs are becoming popular programs at colleges and universities to help all student transition to college and succeed academically. Also, there was much literature regarding the Academic Progress Rate and the 40/60/80 rule which determines the amount of degree plan that must be completed at the end of the sophomore, junior and senior year of college created by the NCAA. These rules are a driving force for academic centers to provide services for the academic success of student athletes. Data were collected both quantitatively and qualitatively with cumulative grade point ratios (GPR’s) of the student athletes and interviews were conducted with a small number of student athletes in select sports. After the GPR data was analyzed, the student athletes that participated in the program had lower GPR’s than those that did not participate. The qualitative data from the interviews provided positive statements and feelings toward the Summer Bridge Program. Additional research is needed since the area of transition programs for collegiate athletics has not been extensively investigated.
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Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in TexasChen, Yi-Hsuan 15 May 2009 (has links)
Educators are frequently faced with the challenges of politics, hostility, selfishness,
and violence; it is unwise to think that the principal is the only one providing leadership
for school improvement. Thus a distributed perspective of leadership urges us to take
leadership practice as the focus of interest and address both teachers and administrators
as leaders.
The purpose of this descriptive statistical study was to explore principals’
leadership practices as perceived by teacher leaders and its possible affect to student
achievement. Data were collected by using the Leadership Practices Inventory (LPI)
(self and observer) instrument (Kouzes & Posner, 2003) from all willing teacher leaders
to determine the leadership practices of the principals in Region VI, Texas. Also,
statewide assessment data available from three school years (2004-2006) were obtained
from the Academic Excellence Indicator System (AEIS) report. In order to answer
research questions one to four, descriptive statistics including frequency, percentage,
mean and standard deviation were calculated for the LPI results.
The distributed framework offers considerable influence for studying leadership as a schoolwide rather than individual practice. Based on the literature, six conclusions
were drawn and recommendations were made regarding practice, future study and policy.
First, the findings indicated that principals’ collaborative working style with teacher
leaders seems to have positive impact on student achievement. Second, failing to enlist
teacher leaders in a common vision might have a negative affect on student academic
performance. Third, the perceptions of teacher leaders in School 7, School 5 and School
16 reflected a need for the principal to take challenges and seek challenging
opportunities to change and grow. Fourth, recognizing teacher leaders’ contributions and
celebrating team accomplishments is likely to have a positive and indirect impact on
school academic performance. Fifth, schools that had higher principal self and observer
LPI scores tended to have better TAKS scores. Last, the findings from the study
complement studies of the effects of site-based management teams. The positive impact
of “Enabling Others to Act” and “Inspiring a Shared Vision” on student achievement
implies that distributed leadership is most likely to contribute to school improvement
and to build school capacity for improvement.
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A Study on the Attitude of the Vocational High School Students towards LoveTung, Fu-chiang 24 July 2004 (has links)
Abstract
This study, based on the method of questionnaire survey and interview, mainly investigate the attitude towards love among the vocational high school students. In the process, the researcher made reference to correlated documents first, and then inducted the information as the reference of study design. Furthermore, the researcher modified the Love Attitudes Scale by Hendrick & Hendrick (1986) and experienced the pre-tests and formal tests. By the information of statistics and analysis, this study investigated the differences among the vocational high school students in personal factors (grade or sex), personal experiences of falling in love (times of having fallen in love, whether being falling in love or not, or the lasted time of falling in love) and the condition of his/her parents¡¦ relations (very good, good, bad or very bad). Simultaneously, the researcher picked six boys and six girls as interviewers, making the semi-structured interviews according to the outlines of six distinct attitudes for love. This study summed up the connected information which analyzed the love in the mind of the vocational high school students. Through the discussions and analyses, this study came to the following conclusions:
1. The students of first grade in vocational high school, whose attitude towards love tends to ¡§storge¡¨ more.
2. The girls in vocational high school, whose attitude towards love tends to ¡§pragma¡¨ more.
3. The boys in vocational high school, whose attitude towards love tends to ¡§eros¡¨, ¡§ludus¡¨, ¡§storge¡¨, ¡§mania¡¨ and ¡§agape¡¨ more than the girls.
4. Investigating the attitudes towards love in distinct experiences of falling in love among the vocational high students by means of the formal questionnaire, this study got the following points:
(1) Those who fell in love once to four times tend towards ¡§eros¡¨ more than those who never fell in love.
(2) Those who never fell in love tend towards ¡§ludus¡¨ more than those who fell in love once to four times.
(3) Those who never fell in love tend towards ¡§storge¡¨ more than those fell in love once to four times and those more than four times.
(4) Those who are falling in love now tend towards ¡§eros¡¨ more than those who are not falling in love now.
(5) Those who are not falling in love now tend towards ¡§ludus¡¨ more than those who are falling in love now.
(6) Those who are falling in love now tend towards ¡§agape¡¨ more than those who are not falling in love now.
(7) Those who fell in love for 6 to 12 months and those for more than one year tend towards ¡§eros¡¨ more than those who fell in love for 1 to 3 months and those who never fell in love.
(8) Those who never fell in love tend towards ¡§ludus¡¨ more than those who fell in love for more than one year.
(9) There is not evident difference between the attitudes towards love among the vocational high students and the condition of their parents¡¦ relations (very good, good, bad or very bad).
5. This study got the following points from the interview.
(1) The definition for love among the vocational high students is that there are feelings between two sides, that they are willing to give to each other without any complaint and regret and that there is the phenomenon of owning him/her by herself/himself.
(2) Family is the earliest organization that one steps into the society. It¡¦s an important institution as well. As parents, they are supposed to pay attention to the feeling management so that there are good interactions with their children. As a result, their children can get well along with the opposite sex.
(3) The Mr. Right in vocational high students¡¦ hearts is supposed to have both ¡§the outer¡¨ and ¡§the inner¡¨. The former includes the height, the appearance and wearing long hair. The latter includes the emotional conditions (personal quality, talent, character, behave and obedience, ¡Ketc.) and the instrumental conditions (being good at study, sport, specialty and home chores, ¡Ketc.)
(4) According to the response for the questions of the formal questionnaire from the interview, most of the questions were able to investigate the inner view points of the interviewers, except for the question 10, 13, and 26 about ¡§ludus¡¨ are completely opposite, and question 2, 5, 21 and 27 about ¡§storge¡¨ and question 7 about ¡§mania¡¨ are not correspondent completely.
According to the above conclusions, this study puts forward the proposals that are classified as the fallowing:
1. The suggestions for students. (See this thesis)
2. The suggestions for parents in teaching their children. (See this thesis)
3. The suggestions for educators. (See this thesis)
4. The suggestions for being engaged in research. (See this thesis)
5. The suggestions for the study method. (See this thesis)
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A Study of Political Socialization of Junior High School Students in Kaohsiung CityChen, Chia-Ching 03 August 2005 (has links)
In this study, the political socialization process, which includes the family factor, school factor, fellows factor and mass media factor, of the junior high school students were explored and analyzed by using a questionnaire survey. The object of this study is to understand the diverse effects in political study, which includes the basic political view, democratic value and democratic attitude, of students with different social background.
Some findings in the study are:
¡]1¡^First of all, parent¡¦s occupation and ethnic group are mostly relevant to student¡¦s character in terms of family political socialization factors (PSF). But the school PSF is more relevant to gender and year of study. Besides that, there is a slightly relevance between the use of media, gender and year of study. The fellows PSF is more connected to gender, year of study, parent¡¦s job and ethnic group.
(2) The PSF of gender, year of study, parent¡¦s job and ethnic group, national identity are clearly correlated to national identity, the definition of national territory, the relationship between Taiwan and China, the definition of Chinese in nationality, and the relationship between Taiwanese and Chinese in terms of students¡¦ basic political attitude. However, among them, the gender factor is less relevant than the others.
¡]3¡^In respect to student¡¦s characters with the democratic value, gender factor is relevant to political equality and majority governance; and year of study, parent¡¦s job are relevant to democratic belief, political equality, majority governance, party competition and political trust. There are also some relevance between gender and political participation; year of study and political effects, citizen responsibility and political knowledge while talking about student characters with democratic attitude. However, overall speaking, democratic attitude less relevant to student characters compared with democratic value.
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Predictors of student success in the Army Medical Department (AMEDD) Licensed Practical Nurse training program (91WM6) as identified by expert nurse educators, instructors, and administrators at Fort Sam Houston Post, San Antonio, TexasScialdo, Antonia 12 April 2006 (has links)
The U.S. Army Licensed Practical Nurse (LPN) dates back to the fall of 1947
and evolved from severe professional nursing shortages of World War II. Today, as in
the past, to sustain U.S. Army readiness the highly medically trained combat soldier
must possess skills and competency of an LPN, which is a result of successful
completion of a 52-week 91WM6 training program.
The purpose of this two-part descriptive study includes evaluation of
quantitative and qualitative data. The Delphi technique and a retrospective student
record review were utilized to gather data. Dependent variables included student
demographics such as age, rank, gender, years of military experience, marital status,
prior education and medical related experience, Armed Services Vocational Aptitude
Battery (ASVAB) scores, specifically Skilled Technical (ST) and General Technical
(GT), students interpretation of stressors of military life, occupational goals, number
of college units attained, number of examinations failed and physical fitness tests failed, Article 15Âs administered, and counseling. The independent variable was
successful completion of the National Council Licensure Examination for Practical
Nursing (NCLEX) examination on the first attempt.
Major research findings of this study included:
1. The research revealed higher pass rates for a private first class and
specialist, as compared to lower pass rates of corporals and sergeants.
Additionally, soldier students in the study who had completed at least one
college unit (had attended college), had a 92% pass rate as compared to
those who had not completed any additional education or college after high
school (75.0%). It is suggested that prior experience may improve entry
cognitive skills that enhance academic performance along with the studentÂs
achievement.
2. The research revealed that those soldier students who tended to have higher
GT and ST scores failed program tests significantly fewer times.
3. Based on the results of the expert opinions of the panelists (Delphi) who
participated in the study, the highest-rated predictors in completing the
course were positive study habits, demonstrating diligence, and motivation.
For predictors related to passing the NCLEX-PN, the highest rate was the
ability to think critically and specifically preparing for the NCLEX
examination.
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Case studies of low socioeconomic Mexican American graduates in the Austin Independent School District: why they didn't drop outDuncan, Lucila Diaz 25 April 2007 (has links)
Research data revealed that Mexican Americans have the highest dropout rate of
any other Hispanic group. Since Hispanics are becoming the highest minority group in
the U.S., the primary purpose of this qualitative study was to investigate what helped
third generation low socioeconomic Mexican American A.I.S.D. students successfully
graduate from high school. Three former students were selected from three different
high schools. The researcher collected data through individual interviews with each
participant and with key informants such as parents and school personnel. Issues
examined included participant perceptions of factors that kept them in school, the
support systems they believed were important, and the challenges they encountered.
The overall findings revealed that the three participants had a strong sense of
control, positive relationships with peers and school staff, parents who valued education,
and strong school support through programs or personnel.
Recommendations for educators based on the findings include 1) staff development on building relationships with students and communicating with parents, 2)
creation of nurturing and academically rigorous school environments.
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The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, TexasNewman, Donna M 10 October 2008 (has links)
This study determined the impact of downsizing on student achievement as
reported in the AEIS database for the 10 downsized elementary schools in North East
Independent School District (NEISD). Ten existing elementary schools lost students
and teachers to four new schools that opened in 2005. Conclusions have been made
regarding the impact of downsizing at these ten existing feeder schools on student
achievement.
The population of this study were students enrolled in third, fourth, and fifth
grades at the ten downsized elementary campuses. Research questions were analyzed
using an Independent Sample t test and the Pearson Product Moment Correlations to
examine whether there was a significant difference between the variables and student
achievement and correlations between student achievement and changes in teacher
demographics. Based on the findings of this study, the following recommendations
are provided: 1. Total tested student population and White subpopulation TAKS scores
returned statistically significant improvement at the ten elementary
campuses in the area of reading "met standards" after downsizing.
2. The Hispanic subpopulation returned statistically significant improvement
in the area of reading "commended performance" after downsizing.
3. The overall tested student population and the Hispanic subpopulation
returned statistically significant in the area of mathematics "met standards" after downsizing.
4. The overall tested student population and the Hispanic and White subpopulations
returned statistically significant improvement in the area of
mathematics "commended performance" after downsizing.
5. The African American subpopulation was the only population in this study
whose student achievement mean declined from 2005 to 2006 in the areas
of reading "met standards" and mathematics "commended performance."
6. The African American subpopulation was the only population in this study
to show a significant negative correlation between teacher years of experience
and student achievement in "commended performance" for reading
and mathematics prior to downsizing.
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Faculty and student out-of-classroom interaction: student perceptions of quality of interactionAlderman, Rosalind Veronica 10 October 2008 (has links)
The purpose of this study was to identify ways in which students interact with faculty
members outside of the classroom and learn what students believe makes for high quality
interaction. Additionally, this study sought to identify successful out-of-classroom facultystudent
interaction strategies from the student perspective. This knowledge can aid colleges and
universities in promoting more formal and informal faculty-student out-of-classroom interaction,
thereby increasing the overall quality of the undergraduate student experience.
The study employed a naturalistic inquiry paradigm of research. The author interviewed
25 students at a Hispanic Serving institution (HSI) in San Antonio, Texas.
All students interviewed had interacted with faculty outside of the classroom. Six
themes emerged in terms of types of interaction: course-related activities; traveling for
conferences or study abroad; casual interactions around campus; career and graduate school
focused interaction; visiting faculty in their offices (most common); and participating together in
campus clubs or athletic activities. High quality out-of-classroom interactions had four characteristics: faculty members
were approachable and personable; faculty members had enthusiasm and passion for their work;
faculty members cared about students personally; and faculty members served as role models
and mentors. The most powerful element of high-quality faculty-student out-of-classroom
interaction is that of relationship.
The most pronounced differences between underclassmen and upperclassmen were in
the areas of going to faculty offices and speaking with faculty about career and graduate school
plans. Juniors and seniors proportionately had more interaction with faculty on these themes.
Students offered suggestions on how the University could encourage more facultystudent
out-of-classroom interaction. Students' ideas revolved around three themes: promoting
social events and interaction; stressing the importance of office hours; and suggestions directed
at faculty members. Students can also serve as ambassadors to other students by encouraging
them to engage in faculty-student out-of-classroom interaction.
To continue improving the undergraduate collegiate experience, colleges and
universities should strengthen and refine institutional commitment to practices that foster the
undergraduate experience, including that of faculty-student interaction. Finally, institutions must
remember to keep students at the center of their purpose and find ways to regularly solicit
qualitative feedback from students of all segments of the campus environment.
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The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, TexasAlfaro, Frank Eduardo 10 October 2008 (has links)
This study examines Levels of Technology Implementation (LoTi) teacher selfratings
and Texas Assessment of Knowledge and Skills (TAKS) scores. The LoTi
instrument is explained comprehensively in the study. Using a series of survey questions
about classroom instruction and technology use, the instrument measures a teacher's
level of technology implementation in terms of that teacher's perception of classroom
practices. The study assesses the relationship between LoTi ratings and TAKS scores of
9th, 10th, and 11th grade students as reported in student records at Alamo Heights
Independent School District, San Antonio, Texas. The study determined the degree to
which teacher LoTi ratings were a predictor of success on TAKS exam scores as
reported in student records at Alamo Heights Independent School District, San Antonio,
Texas. In addition, the study ascertained the existence of differences among the variable
of student economic status. For the purposes of this study, school and student performance analysis included
only Alamo Heights High School in the Alamo Heights Independent School District
(AHISD). The student data in the study came from approximately 359 9th graders, 372
10th graders, and 309 11th graders (1040 total students). A total of 11 English teachers,
14 math teachers, 9 science teachers, and 10 social studies teachers (44 total teachers)
from this campus made up the population under study.
The research findings of this study included:
1. A positive relationship exists between the level of technology
implementation in the classroom and student performance on the TAKS test
in math, English Language Arts/Reading, science, and social studies.
2. Further, the findings showed that this relationship impacts economically
disadvantaged students the most in English Language Arts/Reading and
math.
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The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, TexasArteaga, Veronica Hernandez 10 October 2008 (has links)
The purpose of this study was to examine the relationship between vertical
teaming in science and student achievement. This study compared student achievement
of campuses implementing vertical teaming with schools that do not practice vertical
teaming. In addition, this study explored the relationship between selected demographic
variables and vertical teaming using Grade 5 Science TAKS results in the Academic
Excellence Indicator System (AEIS). Campus demographic variables such as
economically disadvantaged, minority students, English language learners, student
mobility, and experienced teachers were researched. A call-out yielded 168 responses.
With the exclusion of the 12 campuses, a total of 156 participating campuses from 18
traditional school districts remained.
Campuses employing vertical teaming were self-identified on the basis of having
implemented the process for two or more years. The gain in percent mastered for Science
TAKS scores from 2004 to 2007 was used as the Science TAKS score variable. Results indicated that there was no significant difference in student achievement
in science for campuses practicing vertical teaming and campuses that did not. The twoway
ANOVA was used to measure the relationship between the independent variables
(vertical teaming and campus demographic variables) on the dependent variable (student
achievement on Science TAKS). The results suggested that campuses having low
percentages of economically disadvantaged students statistically gained more on the
Science TAKS than campuses that have high percentages of economically disadvantaged
students irrespective of vertical teaming practices. In addition, campuses that have low
percentages of minority students statistically gained more on the Science TAKS than
campuses that have high percentages of minority students despite vertical teaming
participation.
Recommendations include districts, state, and federal agencies providing
campuses with a high percent of economically disadvantaged students with more
resources and more flexibility in using those resources. Recommendations for further
study included a replication of the study that takes into account the degree of
implementation of vertical teaming.
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