This dissertation examines the influence of student, teacher, and school variables on English and math teachers' expectations for their students. Findings from multilevel-model analyses of data from the Education Longitudinal Study (ELS: 2002) show that student achievement and stigmatized status are the strongest predictors of teacher expectations. In this study, students could be stigmatized on any of three factors (ethnicity, SES, and native language). Consistent with previous research, teachers' expectations were predicted by student achievement (test scores in reading and math). Teachers' expectations for future student academic attainment were higher for students with higher achievement than for lower-achieving students. This lends support to the argument that teachers are generally accurate in forming expectations. However, also consistent with prior research, student stigmatized status predicted expectations, with stigmatized students receiving lower expectations than non-stigmatized students. Multiple stigmatizations were powerful--students stigmatized on all three factors, in particular, received the lowest expectations. Further analyses indicated that student achievement interacts with student stigmatization for English teachers. At low levels of achievement, teachers held equally low expectations for stigmatized (on three factors) and non-stigmatized students. But, for high levels of achievement, teachers had lower expectations for stigmatized students with equally high achievement. Specifically, stigmatized students (on three factors) received expectations that were a half of a standard deviation lower than non-stigmatized students. Teacher ethnicity also appeared to influence teacher expectations via an interaction between teacher ethnicity and student stigmatization (on three factors). For English teachers, expectations were equally high for (a) ethnically stigmatized teachers rating stigmatized students, (b) stigmatized teachers rating non-stigmatized students, and (c) non-stigmatized teachers rating non-stigmatized students. The lowest expectations came from non-stigmatized teachers (White and Asian) rating stigmatized students. These findings (which control for student achievement) suggest bias in expectations that non-stigmatized teachers have for stigmatized students. School level variables in this study (e.g., percent of students receiving free/reduced lunch, percent of students who fail the competency test on first attempt), did not have a large effect on teacher expectations. Implications are discussed regarding multiply stigmatized students, self-fulfilling prophecy, equal access to educational opportunities, and recruitment of ethnic minority teachers. / text

Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement. Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are better leaders, managers and salespersons, and are more frequently hired into those positions by large corporations. They are more likely to get along with peers, be promoted and demonstrate success when working with others. A similar relationship may exist in the field of education between teachers who exhibit increased levels of emotional and student academic achievement. This pilot study investigated possible relationships between the academic performance of sixth grade math students and the emotional intelligence of their corresponding teachers through the use of descriptive statistics. Although no significant findings were established, the data provide a useful starting point for future queries into this construct.

This study explores school district supports for leader efficacy. Enhancing leadership self and collective efficacy (LSE & LCE) positively impacts leader performance, which advances student learning and supports school improvement. I conducted a bounded case study of an urban school district. Evidence of district conditions and supports came from district documents, a survey and interview data. LSE and LCE were measured for 32 principals and vice-principals. This study supports the findings of an earlier study that identified ways in which district leaders, through district conditions, have the greatest impact on LSE and LCE. Evidence revealed that the district under study satisfied these conditions and also showed strong measurements of both LSE and LCE. The results show this district is finding effective ways to support and enhance LSE and LCE. District conditions are described and recommendations for continued improvement made.

Submitted by Stella Melaragno (stellamelaragno@gmail.com) on 2016-09-06T19:15:12Z No. of bitstreams: 1 Stella Melaragno _Thesis VF.docx: 97514 bytes, checksum: 5decbf34d47ed05f41914ca0dd99a9ec (MD5) / Rejected by Renata de Souza Nascimento (renata.souza@fgv.br), reason: Stella, boa tarde Seu trabalho está correto, porém, o arquivo precisa estar em pdf. Por gentileza, salvar e submeter novamente. Grata on 2016-09-06T19:19:30Z (GMT) / Submitted by Stella Melaragno (stellamelaragno@gmail.com) on 2016-09-06T19:46:19Z No. of bitstreams: 1 Stella Melaragno _Thesis VF.pdf: 755606 bytes, checksum: 1fa1151473709ebdb518f573d565b021 (MD5) / Approved for entry into archive by Renata de Souza Nascimento (renata.souza@fgv.br) on 2016-09-06T19:51:26Z (GMT) No. of bitstreams: 1 Stella Melaragno _Thesis VF.pdf: 755606 bytes, checksum: 1fa1151473709ebdb518f573d565b021 (MD5) / Made available in DSpace on 2016-09-06T20:02:02Z (GMT). No. of bitstreams: 1 Stella Melaragno _Thesis VF.pdf: 755606 bytes, checksum: 1fa1151473709ebdb518f573d565b021 (MD5) Previous issue date: 2016-08-11 / Este estudo tem como objetivo analisar como o calendário escolar impacta o esforço dos alunos quando estão estudando para os exames de final do ano e na pontuação no Exame Nacional do Ensino Médio (ENEM). Verificou-se que cidades com mais feriados tem menos alunos estudando nestas datas. Quando o ENEM aproxima, esse efeito se torna ainda maior. Cidades com mais feriados na vespera do ENEM estão associadas com menor nota. Usando o modelo two sample instrumental variable e considerando que os feriados impactam o ENEM exclusivamente por meio do esforço do aluno, estima-se que um maior esforço na vespera do exame leva a uma maior pontuação. / This study aims to analyze how school calendar impacts students’ effort when studying for end of year exams and how it impacts score in the Brazilian High School National Exam (Exame Nacional do Ensino Médio – ENEM). It was verified that cities with more holidays have less students studying during these dates. When the ENEM approaches, this effect is even greater. Cities with more holidays close to the exam are associated with lower scores. Using two-sample instrumental variable and considering the hypothesis that holidays impact the ENEM score exclusively by students’ effort, it can be inferred that more studying effort prior to the exam can lead to a higher score.

The diploma thesis compares learning conditions in bilingual and regular classrooms in two primary schools from the perspective of educational equity. The first chapter summarizes available information on bilingual classes in the Czech public school system (their prevalence, licensing conditions, and financing). The second chapter describes tracking in the Czech basic school system and its implications for educational inequity. The final chapter of the theoretical part describes the main school factors influencing student achievement in the Czech Republic and abroad. The empirical part presents case studies of two public schools that run a CLIL class. The schools differ in terms of the administrator of the bilingual class, target language, location, and financing of the class. The research compares regular and CLIL classes at each school with regards to admission procedures, pupil characteristics, learning conditions, teacher expectations, teaching methods, and other aspects influencing student achievement. The results reveal that bilingual and regular classes at both schools differ most in terms of socioeconomic compositition and student achievement, giving the pupils of bilingual classes an unfair advantage. However, the classes also differ in other aspects, of which the significance to parents...

abstract: ABSTRACT This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities. Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year. Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives. The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives. The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services ii Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful. Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs. / Dissertation/Thesis / Appendix G--Contains Qualitative and Quantitative Data Used in the Study / Doctoral Dissertation Educational Administration and Supervision 2015

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-11-03T18:52:54Z No. of bitstreams: 2 Tese - Eveline Borges Vilela Ribeiro - 2015.pdf: 2989262 bytes, checksum: e7887d3b2aa4fba8291e3929d95308a3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-11-04T09:41:29Z (GMT) No. of bitstreams: 2 Tese - Eveline Borges Vilela Ribeiro - 2015.pdf: 2989262 bytes, checksum: e7887d3b2aa4fba8291e3929d95308a3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-11-04T09:41:29Z (GMT). No. of bitstreams: 2 Tese - Eveline Borges Vilela Ribeiro - 2015.pdf: 2989262 bytes, checksum: e7887d3b2aa4fba8291e3929d95308a3 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-09-25 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This thesis is based on Pierre Bourdieu’s theories about scholar reproduction and in a dialectical conception of world. The aim of this research was to analyze how the crisis of efficiency can be understood from analysis of cultural, social and economic capitals and not as a productivity crisis often debated in the literature. To do this, we analyzed if the cultural, social and economic capitals of secondary students affect theirs school achievement in science / chemistry in different scales (global, national and local). For this, on the global scale (using PISA-2009 data) and national (using ENEM-2009 data), evaluated through Quantile Regression, how the cultural, social and economic capital are related to student achievement in science. We also analyzed the partial and combined effect of different capitals on student performance from a partial regression, followed by a path analysis. These analyzes showed us that, regardless of the context, cultural and social capital have a positive relationship with student achievement in science. Economic capital also has a positive relationship with the school achievement of students in science, however, has different slope coefficients for different quantiles. For the national context, we investigated further how the educational institution the student is in (whether state, federal, municipal or private) affects their school achievement in science, for this we proceed with an ANOVA followed by a Planned Comparison Test. These tests indicated that students in federal and private schools have better achievement than those from the municipal and state schools. To justify our results, we research in a local context (in public and private schools of Jataí-GO and Goiânia-GO) how the student's capitals affect their achievement in chemistry. We elaborated and applied a didactic strategy about “waste and physical and chemistry transformations”, a socio-economic-cultural survey and an interview with responsible for those students. In this context, we could deep the discussions that we had realized in global and national context. Our results provided subsides to affirm that the efficiency crisis of school is configured in a context of crisis of capitalist society. The school crisis is multifaceted and it is a mistake condemns only schools and teachers about the learning problems in science because the social, cultural and economic capital of the students can explain some of these achievement issues. The school is in crisis, but the school's crisis is not a crisis of efficiency, is a societal crisis permeated with ideological aspects, as well as other crises that today's society confronts. / Este trabalho está fundamentado nas teorias de Pierre Bourdieu sobre a reprodução escolar e em uma concepção dialética de mundo. O objetivo desta tese consistiu em analisar como a crise de eficiência da escola pode ser compreendida a partir da análise dos capitais cultural, econômico e social dos partícipes da escola e não tão somente como uma crise de produtividade e eficiência humana. Para isso, analisamos se os capitais social, cultural e econômico dos estudantes afetam o desempenho escolar em ciências/química de estudantes do Ensino Médio em diferentes amostras (global, nacional e local). Para isso, na escala global (utilizando dados do PISA-2009) e nacional (utilizando dados do ENEM-2009), avaliamos, através de Regressão Quantil, de que maneira os capitais cultural, social e econômico estão relacionados ao desempenho dos estudantes em ciências. Avaliamos também o efeito parcial e combinado dos diferentes capitais no desempenho dos estudantes a partir de uma regressão parcial, seguida por uma análise de caminho (path analysis). As análises nos mostraram que, independente do contexto, os capitais cultural e social possuem uma relação positiva com o desempenho dos estudantes em ciências, assim como o capital econômico, que, no entanto, possui diferentes coeficientes angulares para distintos quantis. Para o contexto nacional, investigamos ainda como o estabelecimento de ensino que o estudante frequenta (estadual, federal, municipal ou privado) afeta o seu desempenho escolar em ciências. Para isso, fizemos uma Análise de Variância seguida de um Teste de Comparação Planejada, que nos indicou que os estudantes das escolas federal e privada possuem melhor desempenho que aqueles oriundos das escolas municipal e estadual. A fim de fundamentar tais resultados, investigamos em um recorte local (em escolas públicas e privadas nas cidades de Goiânia-GO e Jataí-GO) como os capitais dos estudantes afetavam seu desempenho em química. Para isso, elaboramos e aplicamos uma estratégia didática cujo tema foi “Lixo e as Transformações Físicas e Químicas”, bem como um questionário socioeconômico-cultural, além de realizarmos entrevistas com os responsáveis de alguns estudantes. Nesse contexto, pudemos aprofundar as discussões que realizamos nos recortes global e nacional. Nossos resultados nos fornecem subsídio para afirmarmos que a crise de eficiência da escola se configura em um contexto de crise da sociedade capitalista e que tem relação não apenas com os problemas de ordem econômica da escola, mas também com os aspectos sociais, culturais e econômicos que permeiam a vida dos estudantes fora do ambiente escolar. A escola está em crise, mas não de eficiência, tal como predita pelo modelo capitalista; é uma crise societária permeada de aspectos ideológicos, assim como os demais flagelos que a sociedade atual enfrenta. A crise escolar é multifacetada, e constitui equívoco responsabilizar unicamente as escolas e professores sobre os problemas de aprendizagem em ciências, uma vez que os capitais sociais, culturais e econômicos dos estudantes conseguem explicar parte desses problemas de desempenho. Logo, é necessária atuação conexa entre o Estado e a escola para a disposição de serviços essenciais para a população.

Implicit in the call for educational reform in the teaching of social studies has been the suggestion that pursuing inquiry-based principles will lead to improvement in student achievement. The purpose of this study was to compare the effectiveness of two types of pedagogy: traditional and inquiry-based upon student achievement as measured by a standards-based, state administered examination. Second, this study examined the relationship between the treatment teachers' level of implementation and student achievement. A nonequivalent control group posttest and experimental design was used in this study. Subjects involved in this study include 84 secondary American history teachers and their respective students from a large urban public school district in Texas. The sample consisted of two groups, one taught by traditional/didactic instruction (n=48) and the other taught by inquiry-based pedagogy (n=36). Data for this study were collected using a classroom observation protocol based upon the level of use rubric developed by the concerns-based adoption model. An analysis of variance (ANOVA) (p<.05) was used to measure the effects of inquiry-based instruction and traditional pedagogy on student achievement. Student achievement results were measured by the Texas Assessment of Knowledge and Skills (TAKS) for American history, grades 8 and 11. The study found that mean scores of the Grade 8 History Alive! group were significantly higher than the scores of the control group, but not for the Grade 11 History Alive! group. However, a comparison of mean scores by teachers' level-of-use suggested that the more faithful the teacher in designing standards-based lessons and delivering them through inquiry, the greater retention of American history student's knowledge about the subject.

The purpose of this study was to examine the impact of school schedule on student achievement and attendance of ninth and tenth grade students in metropolitan area Texas high schools (n = 22) and campus dropout rates. High schools that were analyzed in this study made a transition from A/B block scheduling in the 2003-04 school year to a traditional school schedule in the 2004-05 school year. Academic achievement, attendance rates and dropout rates were gathered through the archived files of the Texas Agency through the Academic Indicator of Excellence System (AEIS). Academic achievement was measured by the Texas Assessment of Knowledge and Skills (TAKS) Reading/Language Arts and Mathematics standardized tests. This study compared the mean scores of ninth grader student achievement, attendance, and dropout rates from the 2003-04 school year to the mean scores of the tenth graders from the same schools from the 2004-05 school year, after the schools converted from an A/B block schedule to a traditional class schedule. Each independent variable was divided into four subgroups; campus mean results, minority student results, limited English proficient (LEP) student results, and low-socioeconomic student results. Students under the A/B block scored significantly higher in reading achievement than when they were instructed the following year under a traditional schedule. Paired sample t-tests were conducted to analyze the data for each subgroup, and showed there was a statistically significance in reading / language arts student achievement scores for all subgroups. Statistical significance was determined with a ninety five percent confidence level (p < 0.05). Statistical analysis revealed varied results in mean scores for math academic achievement and attendance rates, but no statistical significant difference. Comparison of data showed a slight increase in mean scores for dropout rates in traditional schedule, however the results were not significant.

Att påvisa vad skolbibliotekarier bidrar med är ett mål som finns inom biblioteksforskning. Idag finns det ingen fråga om att skolbibliotekarier har en del i elevers utveckling tack vare flertal studier som påvisar hur bemanning, arbetstimmar och utbildad personal har en positiv inverkan på elevresultat. Men att peka ut att utbildade skolbibliotekarier är en del av ökad måluppfyllelse och att peka ut vad utbildade skolbibliotekarier faktiskt kan och gör för att öka måluppfyllelse är två olika forskningsingångar. Det är i det sistnämnda området som den här uppsatsen kliver in. Syftet har varit att undersöka vilka kompetenser som utbildade skolbibliotekarier anser att de besitter och som urval har sju stycken gymnasiebibliotekarier intervjuats. Som det uppdagas är informationskompetens, källkritik, användarkunskaper samt viss dokumenthantering, delar som specifikt kopplas till en skolbibliotekaries utbildningsbakgrund. På grund av den korrelationen kan slutsatser tas om att de kompetenserna är en del av pusslet som ligger bakom utbildade skolbibliotekaries bidrag i måluppfyllelse. / To state what school librarians contribute within school systems is one objective within library science. As of today, there is no doubt that school librarians are a part of students’ development due to several studies which show that staffing, work hours and qualified staff has a positive influence over student achievement. But to present how educated school librarians are a part of student achievement and to present what educated school librarians actually know and do to achieve higher student scores are two separate research themes. It is in the latter area this paper commences. The aim has been to study which competencies educated school librarians themselves think they possess and as sampling seven upper secondary school librarians were interviewed. As the results show information literacy, critical thinking, user knowledge and specific record management, are competencies which are thought to originate in the school librarians’ educational background. Due to this correlation conclusions can be made to say that these competencies are a part of the puzzle that explains why educated school librarians have an impact on student achievement.