<p> Transition years and grade configurations for middle level students have been a topic of debate since the onset of middle schools in the 1970s. With increased educational accountability, some school districts are beginning to change back to K-8 configurations. </p><p> The purpose of this study was to investigate the difference in student achievement during the transition year and provide information to school administration as to the optimal year to transition students from elementary to middle school. Transition year achievement was examined among 5th -7th grade students in Missouri and grade configurations were compared by analyzing 8th grade achievement in three separate grade configurations. </p><p> Significant differences in student achievement were uncovered during the analysis of the student achievement data. A significant decrease in student achievement was found between two independent fifth grade groups in English Language Arts and mathematics. Cohorts in sixth and seventh grade did not show a statistically significant difference in student achievement during the transition year. Significant decreases were found in English Language Arts scores between the transition year and pre-transition year along with the transition year and post transition year. In both scenarios the transition year score was significantly lower than the post and pre-transition year score. A significant difference in mathematics achievement was found between fifth and seventh grade transition year students with seventh grade transition year students attaining a higher mean score than fifth grade transition year students. Grade configuration and timing of the transition to middle school did not have an impact on eighth grade student achievement.</p>

<p> A purpose of this study was to explore the inter-relations among eighth grade mathematics student achievements in the content domains of <i>Number, Algebra, Geometry, and Data &amp; Chance</i> and the cognitive domains of <i>Knowing, Applying, and Reasoning,</i> in the context of the Trends in International Mathematics and Science Study (TIMSS), 2007. A second purpose was to find the associations between student achievements in the cognitive domains with student-related, teacher-related, school-related, and home-related variables. The variables were selected mainly on the basis of Carroll's model of school learning. Further, the math achievement of the students of the United States in each of the domains was compared with <i> Bulgaria, Chinese Taipei, Republic of Korea, Singapore,</i> and <i> Thailand.</i> After analysis, interpretations were made on the findings of the relationships among student achievements in each of the content and cognitive domains and also on the associations between variables and math achievement in the four content domains. Further, comparative performance of the U.S. with each of the five selected countries in each of the seven domains was analyzed. For finding the relationships among student performance scores across all the countries in eighth grade mathematics in different domains, Pearson's product moment coefficient of correlation was used as the measure. For finding the associations of the scores with the variables, multiple regression method was employed. Finally, for comparing student performances of the U.S. with other states, independent samples <i>t</i>-test was used. </p><p> The findings of this study indicated that student performance in all the content and cognitive domains were highly correlated. The second finding was that the variable <i>'School Resources'</i> was significantly related to student performance in each of the content domains, whereas <i> 'Overall Home Involvement'</i> had moderately significant relation with student achievement in <i>Number</i> and <i>Data &amp; Chance. </i> The findings revealed no significant relation between the other variables considered and student achievement in the four content domains. The third finding showed that <i>Chinese Taipei, Republic of Korea,</i> and <i>Singapore</i> outperformed the U.S. in all the domains, whereas the U.S. performed better than <i>Bulgaria</i> and <i>Thailand </i> in each of the domains. These results provide some clues for improving classroom instruction and streamlining administrative priorities in order to improve student performance in the United States. Furthermore, the results indicate paths for further research in order to augment the educational practice not only in the U.S., but in all countries, for securing better student achievement in mathematics.</p>

<p> This study examined the multilevel factors that influence mathematics and English performance on the Primary Leaving Examinations (PLEs) among primary seven pupils (i.e., equivalent to the United States [U.S.] 7^th graders) in Uganda. Existing student state test data from the Wakiso District were obtained. In addition, a newly created Teacher Quality Measure (TQM) was used to collect teacher data from the same district. Pupil data from primary seven (7^th grade) and the TQM data were analyzed via Rasch Analysis, Analysis of Covariance, and Hierarchical Linear Modeling to investigate the following two main objectives: (1) Developing a behavioral frequency measure of teacher quality for Ugandan teachers, (2) Examining the relationship between pupil-, teacher-, and school-level factors on pupil achievement on the PLEs in Uganda.</p><p> Specific to the first objective, it was found that a psychometrically sound measure of teacher quality can be developed. The results rendered a 38-question measure focusing on four domains: (1) Teacher Planning and Preparation, (2) Classroom Environment, (3) Teacher Instruction, and (4) Teacher Professionalism. </p><p> The second objective found that there are no significant differences between boys and girls on English achievement controlling for prior ability in English. However, there were significant differences between the sexes on mathematics achievement, with boys having higher scores. Additionally, the results showed that there is a significant relationship between student SES (i.e., boarding and day schools) and student achievement, with higher SES students (i.e., boarding schools) having higher achievement. It was also found that teacher TQM scores were a significant predictor of student PLE mathematics and English test scores, with higher teacher quality rendering higher student mathematics and English scores. There was also a significant difference between school types (i.e., urban and rural) on student achievement in mathematics, with rural schools (i.e., lower SES schools) having higher means compared to urban schools. </p><p> Future research should continue to define the network of relationships between pupil-, teacher-, and school-level factors and pupil achievement, and maintain the measure revision and validation process of the TQM. Assessment is becoming commonplace in the classroom in Uganda, and the need to examine the influence of the teacher on pupil achievement is in high demand. Results from this study can provide insight into the disparities involving sex, student SES, and school SES that influence pupil achievement in Uganda. The findings also support administrative demands for more efficient ways to monitor teacher quality, and in turn, meet educational standards and increase student achievement. </p>

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

<p> This study examined the efficacy of peer tutoring, specifically Peer Assisted Learning Strategies (PALS), as supplemental instruction for middle school students with reading difficulties. A multiple baseline across individuals design was used to demonstrate changes in oral reading fluency and reading comprehension. The results of this study suggest that students who participated in PALS did not substantially increase reading fluency or comprehension when analyzed on the basis of non-overlapping data points. Nonetheless, two of the three underperforming students improved their reading skills such that they were no longer in the at-risk range by the end of the study. The third lower-performing student did make important gains over the course of the study. Notably, the lower-performing participants perceived themselves as having made gains in reading and they attributed these gains to working with a partner. The limitations and implications of future research are discussed. </p>

Made available in DSpace on 2016-07-27T13:52:24Z (GMT). No. of bitstreams: 1 ROSYMARY MAGALHAES DE OLIVEIRA SOUSA.pdf: 1798991 bytes, checksum: c0d18401e3927e8f6e15cc0cdae80600 (MD5) Previous issue date: 2010-09-29 / Now it has been made the use of the results of the student's acting in the Exame Nacional do Ensino Médio (ENEM) for entrance in degree courses. While the orientation of the State General office of Education is that the pedagogic projects of the schools are built starting from interests and local needs, suitable for teachers and students, the contents and objectives of evaluation of ENEM are delineated as a homogeneous proposal to the whole country. Like this, the subject that present is: what do teachers and students say concerning the relationship among the one what is taught at the school and the one what is evaluated in ENEM? In search of answering her he/she took place a research of qualitative nature, tends as general objective to analyze what students and teachers say concerning the relationship among what it is taught at the school and what is evaluated in ENEM. The research based on authors as Hoffman (2000), Esteban (2001), Vallejo (2006), Moretto (2005) Aquino, (1997), Saul (2000), among others. The specific objectives were: - to describe and to analyze the relationships that teachers establish among the content that you/they teach in the school and the appraised content in ENEM; - to describe and to analyze the relationships that students establish among the content that you/they learn in the school and the appraised content in ENEM; - to identify the contributions of pointed ENEM for the students and teachers. The subject of the research was teachers and students of a state public school in the metropolitan area of Goiania. The data were collected through semi-structured interviews. The analysis allowed the identification of three main categories: 1 Difficulty of interdisciplinarity; 2 - ENEM: opportunity, motivation; 3 School Educational Project and ENEM: tension between closeness and distance. It is waited that the results of this research can contribute for better understanding concerning ENEM and his role in the improvement of the school learning. / Atualmente vem sendo feito o aproveitamento dos resultados do desempenho do estudante no Exame Nacional do Ensino Médio (ENEM) para ingresso em cursos de graduação. Enquanto a orientação da Secretaria de Educação do Estado de Goiás é de que os projetos pedagógicos das escolas sejam construídos a partir de interesses e necessidades locais, indicadas por professores e alunos, os conteúdos e objetivos de avaliação do ENEM são delineados como uma proposta homogênea para todo o país. Assim, a questão que se apresenta é: o que dizem professores e alunos acerca da relação entre o que é ensinado na escola e o que é avaliado no ENEM? Em busca de respondê-la realizou-se uma pesquisa de natureza qualitativa, tendo como objetivo geral analisar o que dizem estudantes e professores acerca da relação entre o que é ensinado na escola e o que é avaliado no ENEM. A pesquisa baseou-se em autores como Hoffman (2000), Esteban (2001), Vallejo (2006), Moretto (2005) Aquino, (1997), Saul (2000), entre outros. Os objetivos específicos foram: - descrever e analisar as relações que professores estabelecem entre o conteúdo que ensinam na escola e o conteúdo avaliado no ENEM; - descrever e analisar as relações que alunos estabelecem entre o conteúdo que aprendem na escola e o conteúdo avaliado no ENEM; - identificar as contribuições do ENEM apontadas pelos estudantes e professores. Os sujeitos da pesquisa foram professores e estudantes de uma escola pública estadual na região metropolitana de Goiânia. Os dados foram coletados por meio de entrevistas semi-estruturadas. A análise permitiu a identificação de três categorias principais: 1 Dificuldade de interdisciplinaridade; 2 - ENEM: oportunidade, motivação; 3 Projeto Pedagógico da escola e o ENEM: tensão entre aproximação e distanciamento. Espera-se que os resultados desta pesquisa possam contribuir para melhor compreensão acerca do ENEM e seu papel na melhoria da aprendizagem escolar.

This study aimed to conduct an evaluation based on stakeholders&rsquo / perceptions of the effectiveness of the English Language Teaching Program at Atilim University, Preparatory School. Moreover, the study wanted to find out to what extent the program meets students&rsquo / expectations and whether there are any differences in stakeholders&rsquo / perceptions with regard to their ideal language teaching-learning environment and their real (classroom) practices. The sample included 62 instructors, including three administrators, and a teacher trainer and 216 students attending Prep. School in the academic term of 2008-2009. The data were collected through two questionnaires, developed by the researcher: one was designed for instructors and administrators / the other was designed for students. To support the close-ended items in the questionnaires, each questionnaire included some open-ended items. Data based on the questionnaires were analyzed through descriptive statistics. While, the qualitative data were analyzed through content analysis. Lastly, to validate the data and increase the credibility of the data, triangulation procedure was carried out. The findings of the study showed that the program at Atilim University Prep. School needs some improvements in the following areas: (1) the goals and objectives need to be clearly identified / (2) the content of the instruction needs to include all language skills / (3) the resources and materials need to be revised in terms of their content and compatibility with the goals of the school, and the proficiency exam / (4) the goals and the content of the testing means, especially proficiency exam, need to be redefined and made compatible with the content of the books and instruction.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2511.

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 42-44).

Diploma thesis deals with education and development of students with special educational needs in tertiary education. The aim of the thesis is to analyze documents that are related to education of people with special needs and to compare a supporting system setting at individual universities. The thesis is based not only on professional literature knowledge, both world and Czech, but also on a research that has been done at chosen universities. The research part includes content analysis, which systematically describes contents of special education documents, and compares the supporting system setting at selected universities, which is extended by interviews with the head workers of consulting centers. KEYWORDS Evaluation, school management, tertiary education, handicap, inclusion.