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Exploration of achievement motivational patterns during adolescence using a 12- factor model across grades and sexSimpson, Katrina B., University of Western Sydney, College of Arts, School of Psychology January 2007 (has links)
This thesis argues that a multidimensional profile incorporating mastery goals, performance goals, social goals and extrinsic goals, as well as factors relating to self-perceptions, would provide a better understanding of achievement motivation in adolescents than a univariate or dichotomous framework. Additionally this thesis also explores whether the use of lower-order dimensions provides information that offers a more detailed analysis of achievement goals over and above that found by the higher-order factors alone. A newly developed multidimensional measure, the SMOSA (Self Motivational Orientation Scale for Adolescents) of achievement motivation was used to examine changes of different motivational pursuits and perceptions of self across grades and sex in an adolescent population. The information found provides a more detailed analysis than previous research, which relied on an evaluation of means to explain differences between samples. Therefore, educators will be provided with a comprehensive understanding of the patterns of change in achievement motivation during adolescence and such knowledge may equip them with a way of measuring students’ approaches to facilitative learning and the ability to explore students’ paths for optimal engagement. / Doctor of Philosophy (PhD)
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A survey of 119 scholarship students at Eastern Illinois State College /Williams, Carl Wayne. January 1954 (has links) (PDF)
Thesis (M.S.)--Eastern Illinois University, 1954.
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A descriptive study of the effect of traditional and year-round calendars, socio-economic status, and teacher tenure status on student achievement in two rural school systems in TennesseeTrent, Scott. January 2007 (has links)
Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.
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The nursing student experience student perceptions concerning factors leading to success in an associate of science in nursing program at Montana State University-Northern /Pappas, Mary Weber. January 2006 (has links) (PDF)
Thesis (Ed.D.)--Montana State University--Bozeman, 2006. / Typescript. Chairperson, Graduate Committee: Marilyn Lockhart. Includes bibliographical references (leaves 146-156).
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Evaluating the effectiveness of a kindergarten intervention programMeyers, Sandra D. January 2007 (has links)
Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.
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Investing in our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?Salinas, Alejandra 08 May 2010 (has links)
The purpose of this meta-analysis was to better understand the relationship between the substantive-content focus of professional development for inservice teachers of mathematics and their students' achievement. That professional development for teachers enhances student achievement has been well established by recent studies; however, those meta-analyses have studied structural characteristics such as the duration and the format/delivery method of the professional development. It is important to understand how the focus of professional development relates to student achievement because different foci must still compete not only among themselves but also with other instructional-improvement strategies (such as high-stakes testing, accountability, and curriculum reform) for limited resources, such as time and money. Hence, having evidence that professional development works and, more importantly, a better understanding of what focus comprises more effective professional development is not just of theoretical importance, it is also a policy-relevant imperative. The study's results indicated that the focus of professional development is, in fact, a significant and educationally important predictor of variation in student-achievement effect sizes.
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The effect of graphing technology on students' understanding of functions in a precalculus coursePilipczuk, Cynthia H. January 2006 (has links)
Thesis (M.Ed.)--University of Delaware, 2006. / Principal faculty advisor: Laura Glass, School of Education. Includes bibliographical references.
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An examination of the relationship between teacher characteristics, socioeconomic factors and statewide test performance of students with individual education plansWoolsey, Barbara J. Tiffin, January 2006 (has links)
Thesis (Ed.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1. 2007) Vita. Includes bibliographical references.
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An examination of the relationship between teacher characteristics, socioeconomic factors and statewide test performance of students with individual education plansWoolsey, Barbara J. Tiffin, January 2006 (has links)
Thesis (Ed.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1. 2007) Vita. Includes bibliographical references.
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The relationship between athletic participation and the academic aptitude, achievement and progress of male and female athletes in revenue and non-revenue producing sports at the Ohio State University /Mayo, Ann Marie, January 1900 (has links)
Thesis (Ph. D.)--Ohio State University, 1982. / Includes vita. Includes bibliographical references (leaves 124-128). Available online via OhioLINK's ETD Center.
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