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Achievement gaps throughout the education pipeline tracking the trends before and after the Florida Education Governance Reorganization Act of 2000 /Emas, Rachel. January 2009 (has links)
Thesis (M.A.)--University of Central Florida, 2009. / Adviser: Dwight Kiel. Includes bibliographical references (p. 114-122).
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The impact of principal leadership on student academic achievement : a case study of Southside Intermediate school /Gawerecki, Julie Christine, January 2003 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 171-190). Also available on the Internet.
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Effects of praises on achievement motivation /Yim, Pui-shan, Amy. January 2002 (has links)
Thesis (M. Phil.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 96-102).
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Increasing science, technology, engineering, and mathematics skills using Project Lead the WayGrunewald, Jeffrey. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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75% 2.0/4.0 and what is passing? grading scale interpretations from students and teachers at Sun Prairie High School /Neff, Christopher R. January 2009 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.
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Guessing and cognitive diagnostics: A general multicomponent latent trait model for diagnosisLutz, Megan Elyse 08 June 2015 (has links)
A common issue noted by detractors of the traditional scoring of Multiple Choice (MC) tests is the confounding of guessing or other false positives with partial knowledge and full knowledge. The current study provides a review of classical test theory (CTT) approaches to handling guessing and partial knowledge. When those methods are rejected, the item response theory (IRT) and cognitive diagnostic modeling (CDM) approaches, and their relative strengths and weaknesses, are considered. Finally, a generalization of the Multicomponent Latent Trait Model for Diagnosis (MLTM-D; Embretson & Yang, 2013) is proposed. The results of a simulation study are presented, which indicate that, in the presence of guessing, the proposed model has more reliable and accurate item parameter estimates than the MLTM-D, generally yielding better recovery of person parameters. Discussion of the methods and findings, as well as some suggested directions for further study, is included.
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Effects of informative feedback on the regulation of achievement goalsHan, Cheon-Woo 11 December 2013 (has links)
This proposed study examines whether different levels of informative feedback can change students’ achievement goal orientation. A factorial repeated-measures MANOVA will be conducted to investigate changes in levels of trichotomous goals and reading comprehension scores of community college students over one academic semester. I hypothesize that both scores will be responsive to the level of informative performance feedback. Participants who get more information about their performance and a strategy to solve similar tasks will show significantly greater increases in mastery and performance-approach goals and decreases in performance-avoidance goals. In addition, effects of demographic variables on the goal-regulation outcomes (e.g., sex and ethnicity) will be examined. Implications for future research and educational applications are presented. This report also includes an evaluation plan which details the components of the trust building program, a model for the program, and the proposed method to measure the reported outcomes. / text
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Adolescent academic achievement in Chinese immigrant families : the direct effects of individual and dyadic acculturation processes and the indirect effects of family obligation and academic engagementAmmon, Natalie Younok 1981- 24 February 2014 (has links)
The Asian immigrant population is growing more rapidly than any other group in the U.S. (Social Science Data Analysis Network, 2004), and Chinese Americans represent the largest Asian subgroup (U.S. Census Bureau, 2002). Assuming recent trends continue, the number of first- and second-generation Chinese children will increase dramatically, and their developmental needs will demand special attention. Using structural equation modeling to analyze two waves of data from a study on 444 Chinese families, this project aims to provide a better understanding of the relations between family members’ adaptations to life in the U.S. and adolescents’ academic grade point average (GPA).
Chinese children of immigrants have been found to succeed in school (Fuligni, Tseng, & Lam, 1999). However, little is known about the ways in which their academic achievement may be related to acculturation, the process through which an individual or group makes socio-cultural or behavioral adjustments through repeated contact with another group or culture (Gordon, 1964; Berry, 2003). Exploring the variation in acculturative processes among Chinese immigrant family members and identifying how the various acculturative strategies may relate to adolescent academic achievement would bridge a gap in the extant literature.
Therefore, the first objective of this study was to assess whether fathers’, mothers’, and adolescents’ individual acculturation to American and Chinese cultures were related to adolescents’ GPA. The second goal was to test for moderation effects in these relations. Interaction terms were created for parents’ acculturation in relation to adolescents’ acculturation to test whether the connections between adolescents’ acculturation to the American and Chinese cultures and adolescents’ GPA were conditional on either fathers’ or mothers’ American or Chinese orientation. Third, this study included two culturally salient factors as mediators of potential relations found between individual and dyadic acculturative processes and adolescents’ academic achievement. These mediators were adolescents’ sense of family obligation and adolescents’ level of behavioral academic engagement. The fourth and final objective was to assess whether there was invariance by adolescent gender in the structural model. / text
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The relations between teacher's meta-emotion, student's bonding to school and academic performanceWong, Ming-yan., 黃明欣. January 2010 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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Testing different achievement goal models among seconday school students in Hong KongChu, Hoi-yen, Ivy., 朱凱茵. January 2010 (has links)
published_or_final_version / Educational Psychology / Master / Master of Social Sciences
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