The problem of this study was to determine if at-risk students who were enrolled in an educational support class for one hour a day would have an improvement on the four at-risk indicators being measured over students not enrolled in the academic support program. The four at-risk indicators are grade point average, self-concept, days absent from school, and discipline referrals. The hypothesis formulated for this study predicted no significant difference in mean scores of the four measured indicators between groups. These indicators were measured by the Piers-Harris Children's Self-Concept Scale, official school attendance records, official school transcripts, and the school's discipline records book. The at-risk population was identified from the use of an at-risk indicator scale. After random placement into either the control or experimental groups the samples were divided and analyzed according to grade and gender. The study was conducted over a 12 week period and included students from the Memphis, Michigan School District in grades six through nine. Data were analyzed by the independent means t test at the .05 level. The experimental group means were further analyzed for practical significance and for directional improvement. A series of tables provides a comparison of scores for all students participating in the study. For students participating in the experimental group three of the four indicators, self-esteem, days absent from school, and grade point average had a statistically significant difference in mean scores. The majority of mean scores moved in a direction of improvement indicating enrollment in the treatment had a positive influence on the at-risk indicators. Most scores that did not show a statistically significant difference in means did report a high level of practical significance that was a result of being enrolled in the academic support program.

That each is born with differing capacities and potentials is self-evident. Both students and teachers should accept as their right and duty the task of bringing to full fruition these latent potentialities. It is a cause of concern in the nation, among parents and teachers, and in later years among students themselves, that many of our youth fail to achieve that of which they are capable. This is a loss to society and a disappointment to the individual. The purpose of this study is to add to the growing fund of knowledge concerning factors related to this important area of education and the relationship of these factors to life's fulfillment

In the present study an attempt is made to discover some of the personality differences which contribute to the underachievement of certain talented pupils. Perhaps, by investigating the presence of such characteristics, it will be possible to develop curricula to assist these talented pupils in the fullest development of their academic potential.

The lack of academic achievement at the high school level among some gifted students has long been a concern of educators. This research had two purposes: First, to determine if there was a relationship among learning style, academic self-concept and academic achievement with gifted high school students; and second, to understand an individual who was representative of these characteristics identified in part one and determine what life experiences have affected this student’s underachievement. A quasi-experimental design was selected for the quantitative portion of this study to accomplish the first purpose. The design began with the hypothesis that there was a relationship among these variables and employed the use of two self-report instruments, the Learning Style Inventory by Dunn, Dunn, and Price (1989) and the Student Attitude Measure by Wick (1991). Participants for this portion of the study were taken from a population of 93 gifted students at one suburban high school. A parent meeting was held to explain the purpose of the testing; then permission letters were sent to the parents. Seventy-four parents responded, establishing the sample size. The results were compiled using the SYSTAT statistical program. Academic achievement was high for gifted students who showed a preference for studying in a quiet, warm place, were persistent and parent/teacher motivated, and who preferred to learn in several ways but did not prefer to learn through auditory methods or to move around while studying. This finding was the same regardless of the academic self-concept. The selection of the qualitative portion of the study was based on the relationship among learning style, academic self-concept, and low academic achievement. The selected student had a low academic self-concept score, a learning style different from the one stated above, and low academic achievement based on the grades during the year in which the testing took place. This study identified a number of factors which had an impact upon this individual and highlighted the importance of professionals’ awareness of each individual’s unique perceptions and life situations that affect underachievement rather than looking for a panacea. / Ed. D.

Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended. / Inclusive Education / M. Ed. (Inclusive Education)

published_or_final_version / Education / Master / Master of Education

This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.

Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (February 16, 2010) Includes bibliographical references (p. 38-42)

This study identified factors related to solving mathematical word problems and then examined the differences in characteristics between students with low achievement in mathematics who were likely to have a learning disability and students with low achievement in mathematics who were unlikely to have a learning disability. Factoral analysis identified two significant factors: abstract thinking and long term retrieval from memory. Results indicated qualitative differences between sixth grade students with achievement in mathematics at or below the 25th percentile with indications of learning disabilities (MLD) and students with achievement in mathematics at or below the 25th percentile without an indication of a learning disability (Low Math/NLD). The Learning Disabilities Diagnostic Inventory, which measures intrinsic processing disorders indicative of learning disabilities, was used to differentiate between students with MLD (n = 13) and students with Low Math/NLD (n = 16). The Woodcock-Johnson III Tests of Achievement, Clinical Evaluation of Language Fundamentals-Fourth Edition, and the Informal Mathematics Assessment (IFA) were used to compare the two groups. In contrast to students with MLD, students with Low Math/NLD had a higher mathematical performance and had more difficulties with math fluency. When solving mathematics word problems on the IFA, a test composed of word problems, student interview, and error analysis, students with Low Math/NLD had more correct answers, more computational errors, and fewer translation errors than students with MLD did. Students with MLD had conceptual difficulties in the areas of analyzing, reasoning, and abstract thinking.