- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 51 to 59 of 59 (0.053 seconds)Spelling suggestions: "subject:"8tudent outcomes"" "subject:"atudent outcomes""
| 51 |
An Examination of the Relationship Between Integrated Systems Model Implementation and Student OutcomesNoltemeyer, Amity L. 29 July 2009 (has links)
No description available.
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| 52 |
Utilization of Service-Learning Pedagogy in Participatory Community Action Research in Homeless Shelters: Quasi-Experimental Study of Student OutcomesHunt, Charles Allan 24 May 2017 (has links)
No description available.
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| 53 |
Teachers' Characteristic and Exceptional Student Academic Learning Outcomes in Middle SchoolJohnson, Brenda Ineca 01 January 2019 (has links)
Federal mandates ensure that each and every child regardless of race, national origins, and socioeconomic status, is entitled to a high-quality education. Reports from the Department of Education have stated that over 80% of exceptional students receive their academic instructions within general education classrooms. There is limited research on exceptional students learning outcomes in general education classrooms with general education curriculum. The purpose of this quantitative study was to test the theory of self-determination that explains the impact of teacher characteristics (N = 85 educators) on the academic outcomes of exceptional students in the special and general education classrooms. Teacher characteristics such as, experience, training, and attitude were measured by the Teacher's Attitude Towards Inclusion scale (TAIS) scores, and student learning outcomes, were reports of student performance ratings and standardized scores, of the exceptional students. Results revealed significant correlations between specific inclusive TAIS attitudes and student learning outcomes. The independent sample t test results indicated that the years of experience and student outcomes of students of general education teachers were significantly higher in comparison to special education teachers. Availability of Instructional Options was also measured; it did not moderate the relationship between teachers' characteristics and academic outcomes of exceptional students. Positive social change thus can be initiated by training teachers in the instructional practices, identified by this study, who deliver the optimal academic outcomes for the exceptional students. This will initiate positive social change for the special child, their families, and the community as a whole.
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| 54 |
Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning EnvironmentPeterson, Cheryl 2012 August 1900 (has links)
PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while being mentored online by a scientist. Some students' teachers had the opportunity to attend PS professional development (PD). In this dissertation, I developed a process of assessing student learning outcomes associated with their use of this system and evaluated inquiry engagement within this system.
First, I developed a valid and reliable instrument (Online Elements of Inquiry Checklist; OEIC) to measure participants' (students, scientists, and teachers) engagement in scientific practices and proficiencies embedded within an inquiry cycle I collaborated with an expert-group to establish the OEIC's construct and content validities. An inter-rater reliability coefficient of 0.92 was established by scientists and a split half analysis was used to determine the instruments' internal consistency (Spearman-Brown coefficient of 0.96).
Next, I used the OEIC to evaluate inquiry cycle engagement by the participants who used the PS online platform designed by the Botanical Society of America which facilitated communication between participants. Students provided more evidence of engagement in the earlier phases of an inquiry cycle. Scientists showed a similar trend but emphasized experimental design and procedures. Teachers rarely engaged online. Exemplary students' outcomes followed similar inquiry cycle trends, but with more evidence of engagement with one notable difference. Exemplary students provided evidence for extensive engagement in immersion activities, implicating immersion as a crucial component of successful inquiry cycle engagement.
I also compared engagement outcomes of students whose teachers attended the PD experience to the students of teachers who did not attend PD. Differences found between the two groups occurred throughout the inquiry cycle, typically associated with experiences provided during the PD.
As a result of this research I have several recommendations about revisions to the PS online platform and use of approaches to assure students development of scientific practices and proficiencies. The recommendations include additional scaffolding of the platform, explicit inquiry cycle instruction, and continued opportunities for teachers to engage in PD experiences provided by PS.
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| 55 |
Relationship between Institutional Mission and Socially Responsible Leadership Outcomes among Higher Education Students in AmericaCraig, Stephen M. January 2019 (has links)
No description available.
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| 56 |
Measuring & Making Systems Change: Sensemaking of Teacher LeadersSchaefer, Katherine A. 23 March 2021 (has links)
No description available.
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| 57 |
The Effects of Supplemental Educational Services on Student Learning OutcomesBeese, Jane Ann 26 August 2008 (has links)
No description available.
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| 58 |
MSW Thesis: An Exploratory Study on the Relationship Between Race, Student Perceptions of School Environment, and Student OutcomesLee, Megan L. 27 October 2016 (has links)
No description available.
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| 59 |
Computer Mediated Communication: Perceptions of Academic Advisors Regarding Text Messaging in Higher EducationLooney, Kathryn 02 March 2022 (has links)
No description available.
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