The potential of formative assessment, evident in several research reviews, has raised the interest in many countries to invest in reform initiatives to develop its use. However, implementation of formative assessment is not straightforward and there is a lack of knowledge about how to design appropriate professional development. The intervention study presented in this thesis aimed to see if a random selection of teachers, participating in a professional development program with many contact hours and substantial support of an expert, implemented formative assessment in a way that increased their students’ learning in mathematics. It also aimed to examine the reasons for the teachers’ changes in their classroom practice. The twenty-two year 4 teachers attended a professional development program in formative assessment in mathematics. A mixed methods approach used classroom observations, teacher interviews, questionnaire surveys and student mathematics tests to investigate the effects on teacher classroom practice and student achievement. It was found that the teachers trained in formative assessment built on their previous formative classroom practice and added new formative assessment activities into their mathematics classroom practice to a level that had significant impact on student achievement in mathematics (p = .036, d = .66). The teachers developed their formative assessment practice in three dimensions: key processes in teaching and learning, agents in the classroom, and the length of the formative assessment cycle. The reasons for teachers ́ implementation of new formative assessment activities were well explained by the expectancy-value theory of achievement motivation. Important aspects of the professional development program were: (1) A formative and process-oriented character; (2) Activities directly useable in classrooms; (3) Experience of using formative assessment activities; (4) Connection between theory and practice; (5) Time; and (6) Knowledgeable support. The thesis shows that it was possible to provide sufficient support to a random selection of teachers for them to develop their formative assessment practice in a way that improved student achievement. However, this thesis also indicates that it can be expected that teachers would need substantial time and support to achieve such developments in their classroom practice.

This study aimed to identify student-level variables that influence academic outcomes, and to determine the extent of their influence. In Study 1, final year secondary students (N = 654) completed a questionnaire gathering demographic information and measuring possible influencing variables. A number of these variables predicted academic achievement, including demographic, attitudinal, personality, study strategy and intelligence variables. Mathematical intelligence was the strongest predictor of achievement for all three achievement variables used, and was followed by school decile. Openness to experience and critical reasoning intelligence were the next strongest predictors of two achievement variables (proportion of Merit and Excellence credits attained and Level 3 attainment), while the third achievement variable (credits attained) was next best predicted by participant sex and verbal intelligence. Self-regulation skills were more beneficial when used by high intelligence participants. Likewise, critical thinking skills were more beneficial for high intelligence participants, high socio-economic participants and non-Māori participants. These interactions and the influence of participant openness to experience were further explored in a subsequent study, in which a second group of final year secondary students (N = 122) participated in a year-long study. Participants were divided into three groups: one group was taught critical thinking skills; a second group was taught strategies relating to the facets of openness to experience; and the third group was a control group. The control group was taught peer learning skills, which the previous study found did not relate to student achievement. The results of the interventions did not show a change in either the target variables or in student achievement for any of the three groups. Study 3 aimed to identify the student-level variables that influence academic outcomes for first year tertiary students and to determine the relative influence of each variable. This longitudinal study involved students at a New Zealand tertiary institution (N = 62) who had previously participated in Study 1 during their Year 13 year. Participants completed a questionnaire that collected demographic, attitudinal, personality and study strategy variables. Year 13 achievement and the use of critical thinking skills were the strongest predictors of student achievement.

This study aimed to provide scientific answers to the following questions: what the nature and extent of communication apprehension are among Afrikaans speaking high-school pupils and the correlation between this fear and the academic achievement of the pupils. In order to provide answers for these questions, human communication as an activity had to be studied in more detail. A study was made of communication and how it is applied in the classroom situation. A very close relationship exists between communication and teaching and it is evident that teaching cannot take place without communication. Teaching is a particular kind of communication which can be distinctly recognised from other forms of communication by the fact that it has the aim of enabling the learner to perform certain learning tasks. Communication apprehension or the lack there of can greatly determine the success of the communication process as well as the teaching-learning process. Communication apprehension was studied in more detail with the aim to establish possible causes and effects of high levels of communication apprehension in pupils. Suggestions were offered for preventing and/or surmounting communication apprehension in the classroom. The following information has been acquired through the use of the PRCA (Personal Report on Communication Apprehension) which was completed by pupils of the four Afrikaans high-schools in Potchefstroom. • 15,9% of the pupils experienced high levels of communication apprehension. • Pupils who take Afrikaans on the standard grade, in each context, experienced the highest levels of communication apprehension. • Pupils whose achievements fall in the interval 0%-49% experienced the highest communication apprehension in each context. • Pupils whose achievements fall in the interval 80% - 100% experienced the lowest communication apprehension in each context. Research on communication apprehension should be broadened to include pupils of primary schools. The causes of high levels of communication apprehension should be examined further, with the aim to establish programmes which could help in reducing communication apprehension of pupils. / Skripsie (MEd (Vakdidaktiek))--PU vir CHO, 1997

Parental involvement is considered important to a child’s education, whether it is working closely with the teacher to aid student learning or volunteering for participation in after school activities. This grounded theory study focuses on stakeholders’ perceptions of requisite parental involvement in a magnet middle school. The three tenets of grounded theory include: the emergent theory from the categories of data; the premise that participants’ behavior has an underlying pattern that will emerge; and assurance that the participants, not the researcher, are the focus of the study. Data was collected from document analysis, interviews with administrators, teachers, a staff member, a community volunteer, and parents; as well as data collected from surveys of parents and teachers from the school. The survey data is both quantitative and qualitative. The data set for this research was comprehensive: 301 pages of correspondence, 48 pages of transcribed interviews, and 18 surveys. The surveys were submitted by both parents and teachers. The 6 teacher surveys submitted represent a return rate of 33.3%; the 12 parent surveys yielded a return rate of 5%. The five concepts that emerged from the data are: Regard, Team, Volunteer Opportunities, Propinquity, and Needs. The results indicate that social and economic capital informs requisite parental involvement in a magnet middle school, and its perceived impact upon student achievement and school climate.

The purpose of this study was to identify and investigate the specific superintendent leadership type and underlying factors that support significant student achievement gains in communities where misalignment with the McCarty-Ramsey model exists. Utilizing a mixedmethod research strategy, contributing school districts were identified through a survey developed by McCarty and Ramsey. This survey indicated that districts could show positive student achievement gains while exhibiting misalignment among these factors. While all four types of superintendent leadership style were revealed in the survey, a prevalent superintendent leadership types was associated with the misaligned districts showing significant academic growth. This study indicated the professional advisor or the professional advisor/decision maker superintendent had the greatest achievement results in misaligned districts. The second investigation phase involved school districts that met two criteria: misalignment with the McCarty-Ramsey model, and three years of significant student achievement gains, as measured by the California Academic Performance Indicator. Interviews were conducted with identified school board presidents and superintendents to reveal practices or initiatives promoting these results. The interview protocol consisted of a series of open-ended questions regarding effective leadership and programs. The second finding revealed the effective superintendent focuses efforts on five specific district leadership actions identified by researchers such as Waters and Marzano. More specifically, this study revealed two practices were present in top performing school districts. First, a narrow focus on non-negotiable instructional practices across the district, and frequent monitoring by the superintendent, site and district leadership teams including follow - up debriefings regarding implementation of district expectations. These findings have significance in districts dealing with challenges among the community power structures, board types or superintendent leadership. This research shows that regardless of the political challenges, budgetary issues, or relationship chaos that might exist in the district and community, the professional advisor superintendent who has established clear district wide instructional expectations and, who consistently ―inspects the instructional program has a significant, positive impact on student achievement.

This study examined the impact of principals' data-driven decision-making practices on student achievement using the theoretical frame of Dervin's sense-making theory. This study is a quantitative cross-sectional research design where principals' perceptions about data were quantitatively captured at a single point in time. The participants for this study were 253 rural school principals currently serving in schools across Texas, and included both males and females across all ethnic groups, including white, African American, Hispanic, Asian, Native American and other. A developed survey instrument was administered to principals. The findings from the quantitative SEM analyses indicated that the Principal Uses Data to Improve Student Achievement latent variable (Factor 1) and the Principal and Staff Ability to Analyze Data to Improve Student Achievement latent variable (Factor 2) were significantly and positively associated with student achievement. Higher scores on these two latent variables were associated with better student achievement. There was no statistical association between the Principal Uses Data to Design Teacher Professional Development latent variable (Factor 3) and this target outcome. In total, the three latent variables accounted for 6% of the variance in student achievement (TAKS). When the campus level outcome was considered, no statistically significant associations between any of the latent variables and this outcome were evident. In total, the three latent variables accounted for less than 2% of the variance in campus level.

The majority of research about parent involvement and family engagement indicates a positive relationship between parent involvement and student achievement. However, parent involvement as a useful strategy in education in developing countries is not well known, let alone researched. Until the current study no research has been published specifically about the types and frequency of family engagement in Tonga. This means there is no frame of reference for teachers, administrators and parents in Tonga to evaluate the applicability of existing family engagement research which has been predominantly conducted in developed countries, to schools in Tonga. This research is a descriptive, exploratory study to understand parent involvement in Tonga from the perspective of Tongan parents and teachers. The guiding framework was developed by Hoover-Dempsey and Sandler (1995) who identified three key constructs that influence parents' decisions for involvement -- parent motivational beliefs, invitations to be involved, and life context variables. Quantitative and qualitative methods were used to gather and analyze data that were gathered from teachers (n=88) and parents (n=503) during focus groups and surveys at four schools that are owned and operated by The Church of Jesus Christ of Latter-day Saints in Tonga. The overarching desire was to understand why parents make the choices they do about the types and frequency of their involvement. Factor analysis and reliability tests supported the use of the selected survey instruments in this study. Some findings were similar to those found in research in developed countries including the way Tongan parents and teachers defined what parent involvement is. Further research could identify parent involvement behaviors that are particularly relevant in Tonga which improve student achievement Although the schools involved in this study are English speaking schools, language did not appear to be a strong barrier or enabler for parent involvement. However, a strong culture of respect and duty was repeatedly mentioned as potentially inhibiting parent involvement. Invitations appear to play a significant positive role in promoting parent involvement and may help mitigate parents' reluctance to participate. Encouraging and training teachers to extend effective invitations to parents which include specific suggestions for involvement may help increase the frequency of parent involvement.

Ever since No Child Left Behind in 2001 to the present, school accountability reform initiatives have concentrated on raising achievement. Critical to figuring out the relationship between instructional practice and student achievement is forming an awareness of the relationship from the perspective of school leaders—both principals and teachers—charged with improving student achievement. The study, a quantitative quasiexperimental design using the School Survey of Practices Associated with High Performance, representing instructional practices associated with improving student performance, collected survey data via social media from teachers, principals and other school leaders in Florida public schools. The SSPAHP grouped instructional practices into five domains: effective leadership, curriculum, professional development, school culture, and ongoing use of data for school improvement, which served as the predictor variables. Achievement data from the Florida Standards Assessment for the schools mentioned by participants in the survey functioned as the criterion variable. While 130 surveys were collected, only 84 of the responses reflected schools that took part in the FSA and met the criteria for data analysis. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

Since the enactment of the No Child Left Behind Act of 2001, students who failed to demonstrate proficiency on state assessments were identified and targeted in order to receive interventions to assist in increasing their academic achievement. For many students, time during the regular school day simply could not be provided for the attention or time on-task necessary to meet their needs. As a result, many school districts and schools implemented after-school and tutoring programs to target those students who failed to demonstrate proficiency. Louisville Municipal School District (LMSD) operated an after-school program to help increase the academic achievement of 5th through 8th grade students in reading/language and mathematics on the MCT2. The purpose of this study was to (a) explore the impact the after-school program’s strategic components (leadership, activities, and partnerships) had on student achievement, and (b) determine if the after-school program had a positive effect on academic outcomes in the areas of reading/language and mathematics. A mixed method research design was used to conduct the study. A narrative approach was used to provide a response to the first research question. The Chi-squared test of independence was used as the primary means of analysis for the second and third research questions to determine if relationship existed between participation in the after-school program and academic achievement. The results from the research study show that strategic components of an after-school program had a positive impact on student achievement. Emerging themes were identified for each strategic component: leadership, activities, and partnerships. Participation in the after-school program proved to be a good predictor of student achievement on MCT2, with statistically significant Chi-squared results for reading/language. The recommendations for future research are as follows: (a) further research to improve reading/language and mathematics skills among the nation’s students, (b) longitudinal studies to determine long term effects on students attending after-school programs multiple years, (c) study of effects of after-school programs on other grade levels, and (d) including outcomes of other variables such as after-school participation on school attendance, behavior, and classroom grades.

The purpose of this study was to investigate the difference between the “atoms first” and the “traditional” curricula. Specifically focusing on which curriculum better aligns to curricular expectations, leads to higher student success when students are grouped together, and when students are differentiated based on several factors. The main difference between the two approaches being the sequence of topics presented in the first semester general chemistry course. This study involves more than 9,500 general chemistry I and II students over 7 semesters with about half of them being taught using the “atoms first” approach. Student success was measured using the American Chemical Society’s (ACS) final examination scores and the final letter grades. Alignment to curricular expectations was determined via a qualitative review of textbooks written for each of the approaches. This showed that the “atoms first” approach better aligns to research supported best practices. An analysis of covariance (ANCOVA) was performed to determine if there is a significant difference between the “atoms first” and the “traditional” curricula. The “traditional” approach was found to lead to higher student achievement for both measures of student success in both chemistry I and II courses. Lastly, multiple linear, multinomial logistic, and binary logistic regressions were run using all of the subgroups – gender, race/ethnicity, major, ACT composite, math ACT, overall GPA, and classroom size – as predictor variables to determine if any significant interactions between the curricular methods and the different subgroups existed. Results found that the relationship between gender, GPA, and classroom size groupings significantly impact student achievement in general chemistry. Specifically, the “traditional” approach lead to higher student success compared to the “atoms first” approach for males, females, below average GPA students, above average GPA students, and students in large classroom settings. However, there are several factors – final examination content, new teacher impact, teacher’s view of science, and withdrawal rate and timing – that need to be taken into account when implementing these findings. Overall, the results of this study provides a cautionary reminder of the many impacts affecting curriculum implementation and the importance of professional development and training during a curriculum transitional period.