Spelling suggestions: "subject:"5students' academic achievement"" "subject:"5students' academic chievement""
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Closing the minority achievement gap in Georgia middle schools principals' perspectives /Johnson, Stacy Eugene. January 2006 (has links) (PDF)
Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 178-188) and appendices.
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Bridging the great divide exploring the relationship between student engagement and educational outcomes for African American and Hispanic community college students in the State of Florida /Greene, Thomas Gardner, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.
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Prediction of student achievement in Georgia high schools based on principal competency as defined by the Interstate School Leaders Licensure Consortium standards [electronic resource] /Loskoski, Amy Teague. January 2006 (has links) (PDF)
Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 199-212) and appendices.
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A study of the relationship between the type of parent involvement and high school engagement, academic achievement, attendance, and attitude toward schoolMombourquette, Carmen Philip. January 2007 (has links)
Thesis (Ph. D.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Sept. 17, 2007. Includes bibliographical references (p. 111-117).
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The link between athletic participation and academic performanceMaksimow, Peter M. January 2006 (has links)
Thesis (M.S.)-- Springfield College, 2006. / Bibliography: leaves 119-125.
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Understanding the Experience of High-achieving Black-American students who Migrated from Disadvantaged Inner-city Areas to an Affluent SuburbYu, Xiaoqi 10 December 2014 (has links)
No description available.
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Black Online, Doctoral Psychology Graduates' Academic Achievement: A Phenomenological Self-Directed Learning PerspectiveWilliams, Cathy Q. 01 January 2015 (has links)
Guided by the conceptual framework of self-directed learning and culture, this study investigated the effectiveness of Title IV private, for-profit colleges and universities (FPCUs). Little research has examined this topic, which is problematic considering the disproportionate rate of student loan defaults experienced by Black FPCU borrowers. A phenomenological design was used to explore the meaning of academic achievement for Black doctorate recipients who attained a doctorate in psychology through an FPCU. This study specifically examined how Black students experience the completion of doctoral psychology programs at 2 FPCUs and what factors contributed to these students finishing their degrees. A unique-criterion-purposive sample of 7 Black students who completed doctoral psychology programs at FPCUs within the past 5 years was recruited to participate in telephone interviews. Moustakas' data analysis steps were applied to the data. The results indicated that study participants saw an association between attaining their doctorates in psychology and their self-actualization. They shared the experiences of selecting a suitable FPCU, choosing a specialty area, negotiating transfer credits, completing the doctoral coursework phase, and completing the dissertation phase. Their commitment to achieving self-actualization was a salient experience in finishing their degrees. A core aspect of self-actualization was their cultural knowledge, which helped them to overcome challenges and persevere. However, the results uncovered some insufficiencies in the FPCUs' practices. They have implications for positive social change by highlighting how FPCU academic support services might use cultural knowledge and self-actualization strategies to maximize the successful matriculation of Black students.
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Black Online, Doctoral Psychology Graduates' Academic Achievement: A Phenomenological Self-Directed Learning PerspectiveWilliams, Cathy Q. 01 January 2015 (has links)
Guided by the conceptual framework of self-directed learning and culture, this study investigated the effectiveness of Title IV private, for-profit colleges and universities (FPCUs). Little research has examined this topic, which is problematic considering the disproportionate rate of student loan defaults experienced by Black FPCU borrowers. A phenomenological design was used to explore the meaning of academic achievement for Black doctorate recipients who attained a doctorate in psychology through an FPCU. This study specifically examined how Black students experience the completion of doctoral psychology programs at 2 FPCUs and what factors contributed to these students finishing their degrees. A unique-criterion-purposive sample of 7 Black students who completed doctoral psychology programs at FPCUs within the past 5 years was recruited to participate in telephone interviews. Moustakas' data analysis steps were applied to the data. The results indicated that study participants saw an association between attaining their doctorates in psychology and their self-actualization. They shared the experiences of selecting a suitable FPCU, choosing a specialty area, negotiating transfer credits, completing the doctoral coursework phase, and completing the dissertation phase. Their commitment to achieving self-actualization was a salient experience in finishing their degrees. A core aspect of self-actualization was their cultural knowledge, which helped them to overcome challenges and persevere. However, the results uncovered some insufficiencies in the FPCUs' practices. They have implications for positive social change by highlighting how FPCU academic support services might use cultural knowledge and self-actualization strategies to maximize the successful matriculation of Black students.
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The effects of a middle school summer school program on the achievement of NCLB identified subgroups /Opalinski, Gail B. January 2006 (has links)
Thesis (D. Ed.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. An analysis of 2 studies of a summer school program in Anchorage, Alaska. The main study compared 8th grade students who attended summer school in 2003 with 8th grade students who did not attend; achievement was measured with the April 2003 CAT 6/Terra Nova examinations and the April 2004 Alaska Benchmarks examinations. The follow up study compared low socio-economic status (SES) 8th grade students who attended summer school in 2004 with low SES 8th grade students who did not attend; reading achievement was measured with the April 2004 CAT 6/Terra Nova reading examination and the fall 2004/05 Gates MacGinitie reading examination. Includes bibliographical references (leaves 124-132). Also available for download via the World Wide Web; free to University of Oregon users.
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Student support teams in the public high school /Hobbs, Amanda Frazier. January 2004 (has links) (PDF)
Thesis (M.S.A.)--University of North Carolina at Wilmington, 2004. / Includes appendixes. Includes bibliographical references (leaves : 53-55).
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