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Dissertations / Theses on the topic 'Achievement Gains'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Marlatt, Eva Strohm. "Effects of accelerated instruction on achievement gains of underprepared Catholic high school freshmen." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570376.

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<p> Educational leaders have many choices of organizational, curricular, and instructional interventions for academically underprepared high school freshmen. In the past decade, doubled instructional time in core subjects has become an increasingly popular intervention in large public school districts. Results so far have been mixed and there are no studies investigating the effects of this strategy in the private school sector. The purpose of this retrospective, pretest-posttest quasi-experiment with nonequivalent groups was to examine whether significant differences existed in the academic a

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2

Kuo, Yi-Lung. "The impact of psychosocial factors on achievement gains between eighth and tenth grade." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1009.

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This study investigated the roles of the psychosocial factors (PSFs) of motivation, social control, and self-regulation, in the prediction of 10th grade academic achievement for a large sample of 8th grade students. The differential effects of PSFs for male and female students with different levels of 8th grade achievement were also examined. Of the 4,660 middle-school students in the ACT database, 1,384 8th grade students were included in the study. The Student Readiness Inventory-Middle School (SRI-MS) was used to assess three broad PSFs based on ten scales, which were named motivation (cons

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3

Parthemore, Jessica Lea. "Examining student reading gains based on vocabulary instruction based on morphemic and definitional approaches." Wright State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wright1440000633.

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4

Shamanoff, Gloria. "Achievement gains of average ability students in a magnet program versus a non-magnet program." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/468350.

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The purpose of the study was to determine the effect, if any, of a selected magnet school program on achievement of average ability students. Repeated academic growth of average ability elementary magnet school students was compared with repeated academic growth of average ability elementary non-magnet school students in a major school corporation in northern Indiana.Data were collected from thirty-eight average mental ability fifth grade magnet school students and thirty-eight average mental ability fifth grade non-magnet school students from twenty-two schools. Student subjects had been in t

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5

Lalonde, Christine. "Language learning strategies and their relationship to achievement gains on two English language proficiency measures." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq26228.pdf.

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6

Salinas, Alejandra. "Investing in our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?" Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/393.

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The purpose of this meta-analysis was to better understand the relationship between the substantive-content focus of professional development for inservice teachers of mathematics and their students' achievement. That professional development for teachers enhances student achievement has been well established by recent studies; however, those meta-analyses have studied structural characteristics such as the duration and the format/delivery method of the professional development. It is important to understand how the focus of professional development relates to student achievement because diffe

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7

Stilwell, Terri R. "A study of the relationship between teacher qualifications and student achievement gains in accredited private Christian schools /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1543049461&sid=3&Fmt=2&clientId=456&RQT=309&VName=PQD.

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8

Cormier, David R. "An examination of principal leadership practices and school-level variables in Connecticut schools with achievement gains above and below the state's average performance gain on state assessments /." Link to Dissertations, 2008. http://eprint.cc.andrews.edu/24/G.s.

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9

Boutwell, Ashli Hamilton Whyte Alyson Isabel. "Gains in achievement with access to three types of scripted activities on elaboration in a freshman composition class." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/BOUTWELL_ASHLI_31.pdf.

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10

Henshaw, Cynthia. "A study of reading achievement gains in classes of special education teachers using the Beginning Teacher Assistance Program indicators of competence." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618330.

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In Virginia, the State Board of Education has specified fourteen areas in which every teacher who is granted a Collegiate Professional Certificate must be competent and has established the Virginia Beginning Teacher Assistance Program (BTAP) for the purpose of assessing the competence of beginning teachers. The basis of BTAP is a "set of measurable or observable indicators through which beginning teachers can demonstrate their competence in each competency area specified by the Board of Education." In studies of teacher effectiveness in regular education, these competency areas have been consi

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11

Phillips, Deidre Marshall. "The Relationship Between Educational Placement, Instructional Practices, and Achievement Gains of Black Students with Specific Learning Disabilities in Secondary Urban School Settings." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/593.

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Black students, in general, are underserved academically (Darling-Hammond, 2000; Townsend, 2002) and overrepresented in special education (Donovan & Cross, 2002). Black students with disabilities are further overrepresented in more restrictive educational environments (Skiba, Poloni-Staudinger, Gallini, Simmons & Feggins-Azziz, 2006). Although the National Longitudinal Transition Study 2 (NLTS2) revealed that the academic performance of students with learning disabilities is positively related to the percentage of courses taken in the general education setting (Newman, 2006), the research spec

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12

Chester-d'Albertis, Lynn Marie. "Consequences of no child left behind how retention impacts learning gains on the Florida Comprehensive Assessment Test in a Northwest Florida school district /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000096.

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13

Miller, Donna W. "The impact of teacher incentive pay programs on the learning gains of low-performing middle school students." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4668.

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President Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unanswered--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how well--or poorly--their students performed. Nearly a century later, advocates of education reform continue to champion teacher compensation policies that link salary to student achievement. Researchers have identified two motivation theories that must be present in order to have

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14

Hauptmann, Paul Andrew. "Evaluating the Use of Course Pairing to Increase Academic Success of Undergraduates." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/35.

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This applied dissertation assessed pairing undergraduate English courses as an innovative delivery method within developmental English courses. Developmental courses are remedial classes students take due to low standardized test scores. Developmental courses usually do not count for college credit. In this study, a developmental English course was paired with a college course. At times, this pairing method is also called a learning community. The study specifically discussed the effectiveness of pairing a developmental English course with the college credit English course next in the composit

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15

Lusco, Ellen. "A Value-Added Analysis of Teacher Effects on Student Achievement." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/265.

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The purpose of the present study was to examine the effects of teachers on student achievement using a longitudinal analysis. The analysis was based on the value-added assessment system implemented in Tennessee. In order to conduct this study, data were collected for two sets of students in one school district. The first set of students began Kindergarten in Spring 2000-Spring 2001 and continued to third grade in the Spring 2003-Spring 2004. The second set began Kindergarten in Spring 2001-Spring 2002 and went through second grade in the Spring 2003-Spring 2004 school year. Using mixed model A

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16

Heshmati, Saeideh. "Actions Speak Louder Than Words: How Should Attributional Feedback be Communicated to Students in Classrooms for the Most Achievement Gain in Mathematics?" Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581324.

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While the role of attributional feedback on student learning and achievement has been previously studied in laboratory settings, the importance of these types of feedback in real-time classroom settings is yet to be examined. This study attempted at exploring whether attributional feedback is present in interactions between teachers and students in natural classroom settings and how much they contribute to students' achievement in mathematics. Using an observational coding system, 55 one hour mathematics classrooms were coded for three different types of attributional feedback: direct attribut

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17

Miller, Mark. "The relationship between Wechsler Intelligence Scales for Children -- revised variability of subtest scaled scores and reading achievement gain as measured by the Woodcock-Johnson Tests of Educational Achievement -- revised in children with learning disabilities." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2281.

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This study identified a sample of children with specific learning disabilities according to Public Law 94-142 criteria. The primary purpose of the study was to examine whether sample member's intravariability of WISC-R subtest scaled scores was related to their reading achievement gain. A second purpose was to determine if any relationship existed between intelligence and reading achievement gain. Eighty-four Resource placed elementary students composed the study sample. They ranged from six to eleven years of age, and were primarily male caucasian. Since 1989, each sample member had been admi

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18

Blackton, Rhona R. "A study of the correlation between the degree of acculturation and scholastic achievement and English gain of ESL students, grades 2-5, Beach School, Portland, Oregon." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3560.

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The purpose of this study is to determine if a correlation exists between the degree of acculturation and achievement in English, reading and math of English as a Second Language (ESL) students in grades 2 to 5. This study is intended to provide insights about the acculturating ESL student, and suggests how educators can best meet students' needs.

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19

Henderson, Christopher Lee. "Organizational Health and Student Achievement Gains in Elementary Schools." 2007. http://trace.tennessee.edu/utk_graddiss/185.

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With increasing pressures to improve student performance, schools are in need of ways to positively affect student achievement that they can control. The concept of organizational health, which includes academic emphasis, teacher affiliation, collegial leadership, resource influence, and institutional integrity, offers educators an opportunity to gauge the climate of their building and in turn positively affect academic outcomes. Using Hoy and Tarter’s (1997) concept of organizational health in elementary schools as a conceptual framework, this study undertook a mixed method approach to examin

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20

Talib, Othman. "Computer-animated instruction and students' achievement gains in electrochemistry / Othman Talib." 2006. http://hdl.handle.net/2440/38213.

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"December 2006"<br>Bibliography: leaves 299-333.<br>xi, 333 leaves :<br>Title page, contents and abstract only. The complete thesis in print form is available from the University Library.<br>Thesis (D.Ed.)--University of Adelaide, School of Education, 2007

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21

Niebling, Bradley Christopher. "Achievement test score gains of students with varying academic abilities : the influence of instruction and test alignment /." 2004. http://www.library.wisc.edu/databases/connect/dissertations.html.

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22

Schaeff, Jenny. "The effects of group situation and reward structure on attitudes and achievement gains of students using the micro-computer." Thesis, 1990. http://spectrum.library.concordia.ca/5049/1/MM64744.pdf.

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23

Ansari, Arya. "Young minority children’s gains in early math, literacy, and behavior skills : associations with teacher instruction, parent learning support, and parent involvement." 2013. http://hdl.handle.net/2152/22038.

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There has been growing interest among parents, teachers, researchers, and policymakers in better understanding children’s school readiness and the precise mechanisms by which early care and education programs promote these early skills. Two key, but understudied, mechanisms include preschool instruction and parenting practices. The present study used the Family and Child Experiences Survey (FACES) 2006 cohort and examined whether gains in young children’s (n = 2,308) math, literacy, and behavior problems over the Head Start year were predicted by increased stimulation across children’s homes a

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