Educators across the nation are rethinking the organization of the high school day in relation to time as they face the challenges of a new century. Block scheduling, the use of extended periods of time for learning, is one response to the reorganization of the high school where in Virginia during the 2000-2001 school year, 74% of the high schools were on some form of block scheduling. Two models of block scheduling continue to receive attention in the review of educational literature. They are the alternating day or A-B model and the 4 x 4 model. Although there are numerous qualitative research studies regarding the effects of block scheduling on school climate and student achievement, there is limited quantitative evidence that supports the use of block scheduling to improve student academic achievement on criterion-referenced standardized test scores. This study compared the effects of the 7-period alternating day schedule, the 4 x 4 block schedule, and the traditional single-period schedule on high school student academic achievement as measured by the Virginia Stanards of Learning (SOL) end-of-course assessments. An Analysis of Variance was used as the primary tool to test for mean differences between the test scores. The results indicated that the mean scaled scores for the 7-period alternating day were significantly higher (p<.05) than the mean scaled scores for the 4 x 4 block on the English:Reading, English:Writing, and geometry SOL end-of-course tests. In addition, the mean scaled scores for the 7-period alternating day and the traditional schedule were significantly higher (p<.05) than the 4 x 4 block on the English:Writing SOL end-of-course tests. It appears that the 7-period alternating day schedule has merit in terms of English and geometry instruction. Division and school leaders will want to explore the effects of the 7-period alternating day schedule on English and geometry courses. As a new century unravels, the question of time and how it is used for student learning will continue to be a major focus. Educational leaders must continue to work together with teachers to design and to develop a high school schedule that will provide a maximum learning experience for all students. / Ed. D.

In this qualitative study, the researcher utilizes qualitative methods to contribute to the body of research on culturally responsive teaching practices. The purpose of this study was to identify the perceptions of middle school administrators regarding their leadership in their school's implementation of culturally responsive teaching practices. The researcher examined their lived experiences and understandings of culturally responsive teaching practices and how those experiences have influenced implementation at their school. In this study, the researcher also investigated how administrators' instructional leadership and decision making regarding culturally responsive teaching practices support student achievement. From this study, eight findings and five implications were identified. The findings and implications in this study call for next steps that include creating a common definition of culturally responsive teaching practices specific to the school and students it serves, and professional development focused on the further development of culturally responsive educators. The findings and implications in this study also convey a need for more current research to support the implementation and impact of culturally responsive teaching practices on instructional leadership and student achievement. / Doctor of Education / In this qualitative study, the researcher utilizes qualitative methods to contribute to the body of research on culturally responsive teaching practices. The purpose of this study was to identify the perceptions of middle school administrators regarding their leadership in their school's implementation of culturally responsive teaching practices. The researcher examined their lived experiences and understandings of culturally responsive teaching practices and how those experiences have influenced implementation at their school. In this study, the researcher also investigated how administrators' instructional leadership and decision making regarding culturally responsive teaching practices support student achievement. From this study, eight findings and five implications were identified. The findings and implications in this study call for next steps that include creating a common definition of culturally responsive teaching practices specific to the school and students it serves, and professional development focused on the further development of culturally responsive educators. The findings and implications in this study also convey a need for more current research to support the implementation and impact of culturally responsive teaching practices on instructional leadership and student achievement.

This study used a mixed methods approach to examine student access and achievement differences based on the students’ 7th-grade mathematics class placement. Additionally, this study investigated the difference between teachers’ perceptions and pedagogical decisions based on their students’ placement levels. Finally, this study asked for teacher recommendations on developing an equitable mathematics placement policy. Findings revealed that students placed in 7th-grade honors courses are achieving at higher levels than their non-honors peers. The study also found that teachers hold their honors students to higher standards than their non-honors students and limit their non-honors students’ access to higher-level mathematics. The study concluded with a call to equity in the mathematics class with a short-term recommendation to implement a blind placement policy that only considers longitudinal standardized test scores and a long-term recommendation to detrack the mathematics class and train teachers to teach heterogeneous courses effectively.

Many K-12 schools across the US have embraced the philosophy of professional learning communities (PLC) as a school improvement measure; however significant quantitative research is lacking on the effectiveness of this phenomenon. Survey data were collected from a purposeful sample of elementary school principals or designees from four large school divisions in three metropolitan areas in Virginia. The survey incorporated questions regarding demographic information, including pass rates on the Virginia English and Math SOL tests for 2015-2016, the percentage of students classified as economically disadvantaged, the school's experience as a PLC, as well as Hord's (1996) School Professional Staff as Learning Community Questionnaire (SPSLCQ) instrument, to determine functionality as a PLC. Of the 158 surveys distributed, 74 were returned for a 47% return rate. The collected data were analyzed using descriptive and inferential statistics, including a hierarchical multiple regression analysis. The results of the hierarchical multiple regression support a predictive relationship between English SOL pass rates and the independent variables of economically disadvantaged students and the degree of functionality of PLCs. The model significantly predicted English SOL pass rates (F(2,71) = 70.86, p < 0.001, adjusted R2 = 0.66). Second, the results of the hierarchical multiple regression support a predictive relationship between Math SOL pass rates and the independent variables of economically disadvantaged students and the degree of functionality of PLCs. The model significantly predicted Math SOL pass rates (F(2,71) = 33.21, p < 0.001, adjusted R2 = 0.47). Lastly, there was no statistically significant relationship between the number of years a school had operated as a PLC and the functionality of the PLC (r = 0.16, p = 0.17). The findings may assist school leaders in determining the benefits of PLCs on student achievement as measured by pass rates on Virginia's English and Math SOL tests. / Ed. D. / Many K–12 schools across the US have embraced the philosophy of professional learning communities (PLC) as a school improvement measure; however significant quantitative research is lacking on the effectiveness of this phenomenon. PLCs are collaborative teams that work toward achieving common student learning goals. Survey data were collected from a sample of elementary school principals or designees from four large school divisions in three metropolitan areas in Virginia. The survey incorporated questions regarding demographic information, including pass rates on the Virginia English and Math SOL tests for 2015-2016, the percentage of students classified as economically disadvantaged, the school’s experience as a PLC, as well as Hord’s (1996) School Professional Staff as Learning Community Questionnaire (SPSLCQ) instrument, to determine functionality as a PLC. The collected data were analyzed using statistics, including a hierarchical multiple regression analysis that predicts how much change the variables have on an outcome. The results of the hierarchical multiple regression support a predictive relationship between English SOL pass rates and the independent variables of economically disadvantaged students and the degree of functionality of PLCs. The analysis showed that 66% of the change in the English SOL pass rates could be attributed to both percentage of economically disadvantaged students and the effectiveness of PLCs with 5% of the change coming from the effectiveness of PLCs. Second, the results of the hierarchical multiple regression support a predictive relationship between Math SOL pass rates and the independent variables of economically disadvantaged students and the degree of functionality of PLCs. The analysis showed that 47% of variation in the Math SOL pass rates could be attributed to both percentage of economically disadvantaged students and the effectiveness of PLCs with 5% of the change coming from the effectiveness of PLCs. Lastly, there was no reliable relationship between the number of years a school had operated as a PLC and the functionality of the PLC. The findings may assist school leaders in determining the benefits of PLCs on student achievement as measured by pass rates on Virginia’s English and Math SOL tests.

The attribution model of achievement motivation has been applied to academic achievement as a way of understanding underachievement and as a basis for developing intervention programs. There has been little applied research in this area, however, that supports the use of the model in school settings. The purpose of the present study was to test the applicability of the model to an actual school setting. Subjects were 149 tenth grade students in a large urban school district. In accordance with the model, specific attributions for success or failure were assessed, as well as subjects' perceptions of the locus, stability, and controllability of attributions. Attribution patterns found in previous analog research were not found in a school setting. Immediate effort attributions were the most prevalent, regardless of performance level or outcome. Causal beliefs were found to relate to performance in ways predicted by the model but also in some ways not predicted. Relationships were generally stronger for high performers. Comparing subjects' perceptions of the dimensional properties of attributions across outcomes showed a strong outcome bias. Attributions were perceived as more internal and stable following successes, consistent with previous research. In addition, a performance level bias was found. Low performers rated attributions as less internal, stable, and controllable following successes and more so following failures than did high performers. This bias, termed the underachievement bias, was discussed in terms of its detrimental effects on school performance. The differences between high and low performers regarding perceptions of dimensionalities were consistent with the predictions of the attribution model. It was concluded that the attribution model is applicable to school settings. Suggestions were made that more applied research be conducted, that intervention programs based on this model should target subjects' perceptions of attributions rather than just the specific attributions themselves, and that because of the differences among subjects in perceptions of dimensional properties of attributions, researchers should obtain a direct measure of subjects' perceptions rather than assuming them.

This study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland. Longitudinal data were collected during the spring of 3rd grade and 4th grade and reports were available from both members of each friendship dyad. The Actor-Partner Interdependence Model (APIM; Kenny, Kashy & Cook, 2006) was used with a single sample of participants to estimate friend influence on academic achievement and task avoidance between two types of friendship dyads: (1) dyads that were distinguishable as a function of relative math achievement and relative peer acceptance and (2) dyads that were indistinguishable as a function of relative math achievement and relative peer acceptance. The results demonstrate that when friends are distinguished by math achievement the high achiever influences the low achiever’s math achievement, but not the reverse. When friends are distinguishable by peer acceptance the high accepted partner influences the low accepted partner’s math achievement, but not the reverse. When friends are indistinguishable on the basis of math achievement and peer acceptance there is mutual influence on math achievement. There was no evidence of friend influence on task avoidance. There was no evidence of friend influence from an individual’s own task avoidance predicting changes in friend math achievement, except among dyads that could not be distinguished on the basis of math achievement. Math achievement predicted within-individual changes in task avoidance for all friendship dyads, except those that could not be distinguished by relative math achievement. The findings suggest that friends influence math achievement during middle childhood. Furthermore, when friends are distinguished, relative math achievement and peer acceptance determines who is influencing whom within a friendship dyad. The use of the APIM for distinguishable and indistinguishable dyads on a single sample of participants illustrates that it is not sufficient to ignore differentiating features between friends, or to discard friendships that are more similar. Implications for teaching strategies and classroom interventions are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Thesis (Ed. S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 59 p. Includes bibliographical references p. 58-59.

Thesis (M.A.)--York University, 2001. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 76-83). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67728.

The purpose of this study was to investigate the relationship between the academic achievement and the need for achievement and the need for affiliation for high school students of Oman. Further investigation was carried out if there was a significant difference in the needs for achievement and affiliation between high G.P.A. students and low G.P.A. students as well as between males and females. A self-rating form of 75 items derived from the Edwards Personal Preference Schedule was used to measure the fifteen needs listed by Duncan Osborne (1963). However, the scores on ten items pertaining to need for achievement and need for affiliation were used in this study. Academic achievement was measured by the scores on school tests from the Interior Province of Oman. The results indicated no significant correlation between the academic achievement and the need for achievement and the need for affiliation. The results also showed no significant difference between high G.P.A. students and low G.P.A. students as well as between males and females on either the need for achievement or affiliation.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 131-143).