Spelling suggestions: "subject:"anda achievement"" "subject:"anda chievement""
81 |
A study to identify elements in the learning situation which influence the goal achievement of foreign studentsHayes, Janice Elaine January 1957 (has links)
Thesis (M.S.)--Boston University
|
82 |
Measuring how the world learns : an examination of the OECD's PISA and its uses in national system evaluationBreakspear, Simon Leigh January 2016 (has links)
No description available.
|
83 |
The relationship between values and achievement of the seventh and eighth grade students in Urbandale, IowaStephens, Jerald Keith January 2011 (has links)
Typescript. / Digitized by Kansas Correctional Industries
|
84 |
The relationship of psycholinguistic abilities to reading achievement in a clinical population : a pilot studyLangham, Anne Letitia, n/a January 1982 (has links)
n/a
|
85 |
Competing accounts of the learned helplessness effect in humans / James G. BarberBarber, James G., 1954- January 1985 (has links)
Includes bibliographical references / 1 v. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1985
|
86 |
A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievementGoudey, Jennifer 11 1900 (has links)
This study evaluated an intervention that integrated explicit instruction of word recognition strategies within a home tutoring program. A randomized controlled trial paradigm was used to study the efficacy of the parent-tutoring program Paired Reading (PR; Topping, 2001) and an experimental modification of PR on the reading achievement of children in Grades 2 to 4. Fifty-seven families were recruited to participate in this study. Participants were randomly assigned to one of three groups: (1) the PR parent tutoring program that taught parents to read with their child, providing corrective feedback to their child in the form of supplying the misread word, when needed (PR); (2) a modified parent tutoring intervention which used the PR program, but included training in the word identification strategies of the Phonological and Strategy Training Program (PHAST; Lovett, Lacerenza, & Borden, 2000) to be used during the PR activity when assistance with reading was needed (PR-PHAST); and (3) a wait-list control group that continued with their regular family reading activities. Children’s reading abilities were assessed twice: prior to intervention and immediately after the 16-week intervention. Questionnaires were used to assess parental involvement with home literacy activities and to evaluate parental perception of the home tutoring program. Intervention fidelity was monitored via audio taped samples of reading sessions and follow-up telephone calls. The results suggest that superior reading gains can be achieved at home with a modification of the PR technique that incorporates teaching the word identification strategies of the PHAST Program. / School Psychology
|
87 |
The relationship between school design variables and student achievement in a large urban Texas school districtHughes, Stephanie Marie. Williamson, James Lonnie, January 2005 (has links)
Thesis (Ed.D.)--Baylor University, 2005. / Includes bibliographical references (p. 105-109).
|
88 |
Using personality variables to predict academic success in personalized system of instructionPetska, Kelly S. January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Mar. 12, 2007). PDF text: x, 108 p. : ill. UMI publication number: AAT 3225890. Includes bibliographical references. Also available in microfilm and microfiche format.
|
89 |
The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, TexasNewman, Donna M. 15 May 2009 (has links)
This study determined the impact of downsizing on student achievement as
reported in the AEIS database for the 10 downsized elementary schools in North East
Independent School District (NEISD). Ten existing elementary schools lost students
and teachers to four new schools that opened in 2005. Conclusions have been made
regarding the impact of downsizing at these ten existing feeder schools on student
achievement.
The population of this study were students enrolled in third, fourth, and fifth
grades at the ten downsized elementary campuses. Research questions were analyzed
using an Independent Sample t test and the Pearson Product Moment Correlations to
examine whether there was a significant difference between the variables and student
achievement and correlations between student achievement and changes in teacher
demographics. Based on the findings of this study, the following recommendations
are provided: 1. Total tested student population and White subpopulation TAKS scores
returned statistically significant improvement at the ten elementary
campuses in the area of reading “met standards” after downsizing.
2. The Hispanic subpopulation returned statistically significant improvement
in the area of reading “commended performance” after downsizing.
3. The overall tested student population and the Hispanic subpopulation
returned statistically significant in the area of mathematics “met standards”
after downsizing.
4. The overall tested student population and the Hispanic and White subpopulations
returned statistically significant improvement in the area of
mathematics “commended performance” after downsizing.
5. The African American subpopulation was the only population in this study
whose student achievement mean declined from 2005 to 2006 in the areas
of reading “met standards” and mathematics “commended performance.”
6. The African American subpopulation was the only population in this study
to show a significant negative correlation between teacher years of experience
and student achievement in “commended performance” for reading
and mathematics prior to downsizing.
|
90 |
Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in TexasChen, Yi-Hsuan 15 May 2009 (has links)
Educators are frequently faced with the challenges of politics, hostility, selfishness,
and violence; it is unwise to think that the principal is the only one providing leadership
for school improvement. Thus a distributed perspective of leadership urges us to take
leadership practice as the focus of interest and address both teachers and administrators
as leaders.
The purpose of this descriptive statistical study was to explore principals’
leadership practices as perceived by teacher leaders and its possible affect to student
achievement. Data were collected by using the Leadership Practices Inventory (LPI)
(self and observer) instrument (Kouzes & Posner, 2003) from all willing teacher leaders
to determine the leadership practices of the principals in Region VI, Texas. Also,
statewide assessment data available from three school years (2004-2006) were obtained
from the Academic Excellence Indicator System (AEIS) report. In order to answer
research questions one to four, descriptive statistics including frequency, percentage,
mean and standard deviation were calculated for the LPI results.
The distributed framework offers considerable influence for studying leadership as a schoolwide rather than individual practice. Based on the literature, six conclusions
were drawn and recommendations were made regarding practice, future study and policy.
First, the findings indicated that principals’ collaborative working style with teacher
leaders seems to have positive impact on student achievement. Second, failing to enlist
teacher leaders in a common vision might have a negative affect on student academic
performance. Third, the perceptions of teacher leaders in School 7, School 5 and School
16 reflected a need for the principal to take challenges and seek challenging
opportunities to change and grow. Fourth, recognizing teacher leaders’ contributions and
celebrating team accomplishments is likely to have a positive and indirect impact on
school academic performance. Fifth, schools that had higher principal self and observer
LPI scores tended to have better TAKS scores. Last, the findings from the study
complement studies of the effects of site-based management teams. The positive impact
of “Enabling Others to Act” and “Inspiring a Shared Vision” on student achievement
implies that distributed leadership is most likely to contribute to school improvement
and to build school capacity for improvement.
|
Page generated in 0.4196 seconds