<p> The purpose of this study is to explore the factors that influence student engagement in science. Increases in student engagement positively correlate to improved student achievement. This study targeted the lack of clarity regarding the relationships between the complexity of instructional objectives, teacher self-efficacy, past achievement, student grade level, and student engagement. This correlational design method uses a quantitative approach that includes observations of student engagement levels and a student self-report survey of engagement, as indicators of student engagement levels. A multiple regression analysis of each measure of student engagement instruments determine the influence of each variable to student engagement. Influencing student engagement would be a valuable tool for educators in designing student intervention and improving student achievement.</p>

Thesis advisor: Michael K. Russell / Over the past few decades, and especially in the past ten years, computer use in schools has increased dramatically; however there has been little research examining the effects of technology use on student achievement, specifically defined by standardized test scores. There is also concern as to how technology use differs by gender and if that distinction may lead to differences in student achievement by gender. This study attempts to untangle the relationship between technology use, gender, and test scores. Specifically the study examines differences in computer use between boys and girls, which computer uses are predictors of English language arts and mathematics standardized test scores, and how gender interacts with these predictors. The sample for this study comes from the Berkshire Wireless Learning Initiative evaluation, which examined the use of technology at three one-to-one laptop schools and two comparison schools in western Massachusetts. This evaluation used online surveys to collect information about technology use and MCAS scores to measure student achievement. A series of regression analyses were employed to determine the relationship between these uses and MCAS scores. Findings from this study suggest that there are no significant differences in technology use between girls and boys. Additionally, there are only small relationships between technology use and achievement, but these relationships are stronger for boys than for girls. Finally, this study discovered that socioeconomic status did not significantly predict English language arts test scores for students at the laptop schools, but did significantly predict scores for students at the comparison schools. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

<p> The purpose of this study was to contribute to the understanding of teacher retention by researching factors that influence veteran teachers to remain in Missouri&rsquo;s K-8 school districts. School districts all across the nation face the daunting task of improving student achievement in the face of teacher shortages, especially in rural areas and in hard-to-staff content fields such as math and science (Carver-Thomas &amp; Darling-Hammond, 2017; Harrington, 2017). Utilizing a mixed-methods approach, the researcher sought to articulate the core perceptions of superintendents and veteran teachers that lead to longevity and retention in the K-8 school environment and to identify the factors that influence retention of teachers in Missouri K-8 districts. Research participants included Missouri K-8 superintendents and veteran teachers. Through interviews and surveys, perceptions regarding factors that influence teacher retention in K-8 districts were identified and analyzed for statistical differences. Interviews were conducted, responses summarized and categorized using open and axial coding, and similarities and commonalities identified. Survey data were analyzed using descriptive and inferential statistics to provide summaries to test the null hypothesis and report comparative data. The survey data analysis included use of the Mann-Whitney U test to determine whether two uncorrelated groups differed significantly. Survey data findings indicated no significant differences between K-8 superintendent and veteran teacher perceptions regarding retention factors. Interview and survey data conclusions revealed common retention factors such as culture/climate; administrative and community support and recognition; salary; working conditions (small class sizes/autonomy); and making a difference, or the work itself. </p><p>

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study was an examination of how science teachers' teaching abilities- content and pedagogical knowledge and skills- were affected by an inquiry-oriented science education professional development program. The study researched the characteristics of an inservice program, Microcosmos, designed to equip teachers with new perspectives on how to stimulate students' learning and to promote a self-reflective approach for the implementation of instructional practices leading to improving teachers' and students' roles in the science classroom. The Microcosmos Inservice Program, which focused on the use of microorganisms as a vehicle to teach science for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project based at the School of Education, Boston University. The teacher-training program had as its main objective to show teachers and other educators how the smallest life forms-the microbes--can be a usable and dynamic way to stimulate science interest in students of all ages. It combines and integrates a number of training components that appear to be consistent with the recommendations listed in the major reform initiatives. The goal of the study was to explore weather the program provoked any change(s) in the pedagogical practices of teachers over time, and if these changes fostered inquiry-based practices in the classroom. The exploratory analysis used a qualitative methodology that followed a longitudinal design for the collection of the data gathered from a sample of 31 participants. The data was collected in two phases. Phase One - The Case History group, involved 5 science teachers over a period of seven years. Phase Two - The Expanded Teacher sample, involved 26 teachers-22 new teachers plus four teachers from Phase One-contacted at two different points on time during the study. Multiple data sources allowed for the collection of a varied and rigorous set of data for each individual in the sample. The primary data source was semi-structured interviews. Secondary data sources included pre- and post- on-site visits, classroom observations, teacher's self-report protocols and questionnaires, and documents and examples of teacher-work developed during the inservice training. The data was examined for evidence of change on: teachers' self-reported content-specific gains, teachers 'self-reported and observed changes in their teaching methods and approach to curriculum, and the teachers ' self-reported and observed changes in classroom practices as a result of the content and the pedagogy acting together and supplementing each other. A major finding of the study confirmed the benefits of inservice activities with an integral focus of science content and pedagogy on enhancing teachers' approach to instruction. The findings give renewed emphasis to the importance that inquiry-based practices for working with teachers, combined with a specific subject-matter focus, have in designing effective professional development. This combined approach, in some instances, contributed to important gains in the pedagogical content knowledge that teachers needed in order to effectively implement the Microcosmos learning experiences. / 2031-01-01

<p> The workshop method of teaching in English Language Arts classrooms allowed teachers to be student-centered. Through the method, teachers taught for a specific amount of time and focused on one skill. Students always received independent reading time during the class period. In this mixed-methods study, the researcher investigated the use of the workshop method of teaching and growth in Lexile scores with middle school students. The study began January 2017 and took place in a suburban school district encompassing three middle schools. Thirteen middle school English Language Arts teachers chose to participate and 1,180 student scores were analyzed. The researcher utilized a teacher questionnaire to examine teacher confidence and knowledge of workshop teaching and SRI assessments, to gain the users&rsquo; perspective of the two variables examined in this study. Implementation was checked through the use of a classroom observation checklist, completed on each teacher twice, to ensure proper workshop teaching methods were taking place. Also, teachers answered a survey question determining how often they taught using the workshop method of teaching. Through qualitative data, the researcher found teachers positively regarded the workshop method of teaching; however, most teachers were not using all of the components of the workshop method of teaching in the classroom when observed. The quantitative data showed SRI student growth in every classroom. There was no significant difference between teachers who reported using the workshop method five days a week and those who reported using the method less than five days a week. The researcher recommends adding professional development for each teacher through book studies which will allow a focus on the individual needs of each educator. After the professional development occurs, a new study should take place for a longer duration of time and include more observations with teacher reflections.</p><p>

<p> Reading is a fundamental skill that is used throughout life and across various content areas as a means of attaining knowledge. Students struggle with the ability to understand written text. The purpose of this quantitative quasi-experimental study was to determine the degree of effectiveness of computer-assisted instruction on improving the reading achievement skills of eighth-grade students. The sample drawn from a South Florida middle school was randomly assigned to two groups of students and tested at the beginning and end of a nine-week period with the Diagnostic Assessment Test in order to assess growth. One group of students received computer-assisted instruction. The second group of students received traditional instruction. Reading achievement scores of students in the group that received the computer-assisted instruction were lower than those of their peers at pretest. The reading achievement score of both groups of students were the same at posttest. The use of computer-assisted instruction during reading instruction did not result in an increase of reading comprehension. Implications, limitations, and recommendations based on these findings are provided.</p><p>

The purpose of this post-qualitative study was to examine the rhizomatic functioning of youth’s engagements with literacy in a 7th grade English Language Arts classroom. I argued normed expectations of students’ engagement with literacy in schools imposes hegemonic control over students’ literacy learning, thus devaluing students’ in-the-moment, affective engagement. Rhizomatic theory was used to explore the ways students aligned to or veered from expected literacy norms as conceptualized through schooled literacy. The study took place during one academic semester between January-June in a New York City public middle school in Harlem. Data was produced through observations, exchanges (informal and formal interviews; verbal and written conversations), artifacts, and a researcher journal. A rhizomatic analysis was conducted to first identify the ideal expectation for literacy learning in the classroom as established through national, state, and local entities and then to follow deviations, or lines of flight, from these expected norms. Particular attention was paid to networked assemblages of participants (human and non-human) and the affective intensities, or desires that produce changes to an event or interaction, produced through these networks. The analysis was extended to consider these assemblages and affective intensities in light of the normed expectations for literacy learning, thus moving the rhizomatic analysis to what might become possible by examining difference. Findings are presented through the lines of flight and affective intensities that were produced through students’ engagements with literacy learning. These included forms of play, spontaneous peer-to-peer assistance, visceral response, and enacted agency. I discuss these intensities as unsanctioned engagement and explore how sanctioning such engagement provides more equitable opportunities for students to actively interact and achieve success as literacy learners. I argue such engagement is inherent to who youth are and who they are becoming. Because of this, how educators and researchers understand literacy learning and one’s engagement with literacy is extremely important for youth’s experiences and success in schooling. I conclude with implications for practice and research that work to actively transform conceptions of literacy instruction, theory, and research.

<p>Parents play a major role in the choices their children make regarding academics, leisure activities, and college and career preparation. Parent outcome expectations and behaviors are informed by their parenting self-efficacy in a specific subject or task. Parenting self-efficacy is the confidence parents have in their abilities to influence their children’s motivation, environments, and behaviors that could result in positive youth development. Parenting self-efficacy is informed by personal factors and experiences. Parenting self-efficacy can help to describe why or why not a parent engages in certain activities with their child.</p> <p>The purpose of this study was to explore and describe how the motivation of parents of urban middle school students plays a role in their child’s interest in agriculture or STEM-related activities. The convenience sample for this study were parents of urban middle schools in Indianapolis, IN (<i>N </i>= 53) who’s children participated in afterschool programs. Quantitative data were collected using a parenting self-efficacy questionnaire, which included items related to participants’ parenting self-efficacy (PSE) as it pertains to their child’s academics, STEM and agricultural activities; parent outcome expectations (POE) as it pertains to their child’s college and career preparation, and discussing STEM and agriculture activities with their child; and, parents’ perceptions of their child’s post-secondary career and educational options and intended career field. Descriptive statistics including means, standard deviations, frequencies, and percentages were used to analyze the data. Correlations were computed to explore the relationships between the variables.</p> <p>There were four conclusions for this study. First, urban parents were self-efficacious regarding their child’s academic performance and STEM activities, and had positive outcomes expectations regarding their child’s college and career preparation and engaging their child in agriculture and STEM activities. Second, on average urban parents reported participating in four different types of activities with their child, and recreational sports, visiting museums, computer games, and visiting the zoo were most popular. Third, urban parents agreed that their child would most likely pursue an associate or bachelor’s degree in arts, humanities, and social sciences as their post-secondary options. Finally, urban parents’ parenting self-efficacy for academic performance, STEM, and agriculture were positively related to parents’ outcome expectations regarding agricultural activities. Moreover, parenting self-efficacy regarding agricultural activities was positively related to the number of activities parents did with their children. Implications for practice and recommendations for future research were discussed.</p>

This study examined how three different pre-reading (or relevance) instructions led to different learning outcomes for middle school students reading science texts on the topic of sweetness. The first was a generic instruction to read for understanding. The second prompted students to form a holistic explanation of the topic of sweetness, and the third instruction prompted students to focus on the core scientific principle of the relationship between structure and function. The latter two were specifically designed to align with science disciplinary goals. A comparison of the three treatments found that the generic instruction and the structure-function instruction led to better learning outcomes, measured by recall, short-answer performance questions, and a traditional multiple-choice/short-answer assessment. A qualitative analysis of the data also revealed some small yet notable differences in the recall pattern of students, such as an increased recall of key ideas for the structure-function instruction. This effect was seen predominantly for higher-skilled readers. The results suggest the possibility that relevance instructions targeting core ideas may help to orient students to the key ideas and explanations in scientific text, especially for higher-skilled readers, and indirectly highlights some of the challenges for students with less reading competencies. Overall, this study provides greater insight into how middle-school students read science texts, the effectiveness of instructor-provided relevance instructions in promoting (higher-level) comprehension of science texts, and implications for teachers on how to use texts in science instruction.

<p> This study used the TIMSS 2011 International Database to investigate predictors of 8th-grade mathematics achievement across three countries that represent a wide range of cultures and levels of mathematics achievement: Chinese Taipei, Ghana, and the United States. A review of literature on predictors of mathematics achievement yielded variables in four major contexts of learning&mdash;a student&rsquo;s home, beliefs, school, and classroom. The variables of home that were investigated are home possessions for learning, parent education, and parents&rsquo; expectations and involvement in their children&rsquo;s education. The variables of student beliefs were self-confidence in mathematics and the value of mathematics. The variables of school were school climate, school resources, administrator leadership, and school socioeconomic status. Finally, the variables of the classroom are access and equity, curriculum, tools and technology, assessment, and teacher professionalism.</p><p> A 2-level hierarchical linear model was used to investigate relationships between the predictors for learning mathematics and 8th-grade mathematics achievement. Level 1 represented the relationships among the student-level variables, and Level 2 represented the school-level variables.</p><p> In Chinese Taipei, statistically significant predictors of mathematics achievement in the final model included variables from the domains of home resources, student beliefs, school climate, and school socioeconomic status. In Ghana, both student-beliefs variables had statistically significant relationships with mathematics achievement, and one school climate and one school socioeconomic status variable each was found statistically significant. The U.S. had statistically significant predictors in the domains of home resources, student beliefs, school socioeconomic status, classroom-level access and equity, classroom assessment, and teacher professionalism.</p><p> This study extends previous research in several ways. It includes a review of classic and recent literature regarding predictors of mathematics achievement; 17 scales using the Rasch partial credit model were developed to measure predictors of mathematics achievement; and the results of this study may be used to examine the relationships between the independent variables of this study and middle-grades mathematics achievement in countries similar to the 3 in this study to reinforce and support variables that contribute to student achievement.</p>