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Phelps, Sandra Davis. "Sustaining successful student achievement under changing leadership /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004198.
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Vaux, Nicole Danielle. "Academic optimism and organizational climate as predictors of academic achievement and school effectiveness." Thesis, The University of Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3711942.
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<p> An investigation into the relationship of organizational climate and academic optimism as predictors of student achievement and school effectiveness was conducted. De-identified secondary data from 67 elementary schools in the Northern portion of Alabama were used. The instrumentation for this study included School Academic Optimism Survey (SAOS), Organizational Climate Index (OCI), the Index of Perceived Organizational Effectiveness (IPOE) which is now known as the SE Index (School Effectiveness Index), a composite score for Academic Achievement (AA), and socioeconomic status (SES). Ordinary Least Squares Block Regression method was used to test the effects of the independent variables separately and together on school effectiveness and academic achievement. The results suggested that all variables had a moderate correlation with each other. Also, when controlling for SES both optimism and climate served as independent predictors for achievement and effectiveness. When entered into a regression model together while controlling for SES, climate predicted achievement while optimism did not. This was likely due to the small sample size as compared to the number of predictors in the model. Both climate and optimism served as predictors for effectiveness when in the regression model. The results of this study lend further support to the importance of School Academic Optimism and Organizational Climate as predictors of academic achievement and organizational effectiveness.</p>
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Walsh, Jonathan Thomas. "THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/468140.
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Educational Leadership<br>Ed.D.<br>With so many students attending summer programs, it is remarkable that there is little research available aiming to investigate achievement differences in participants versus non-participants. This study examined the place of a summer program within a school district budget and curriculum. The study was designed to better understand the achievement gains, or lack thereof, of students who were invited to a summer program in one Northeast school district. The research design attempted to provide a better understanding of how the summer program impacted reading achievement of students who attended the program. The study compared the reading achievement of students who attended the summer program to the reading achievement of students who were invited to the summer program, but did not attend. The results of the study revealed there was a statistical difference in the test scores of the students who attended the summer reading program compared to those that did not attend. That statistical difference showed that students who attended the program scored higher on the formative reading assessments than did students who did not attend the program during the October assessment. Also, it was discovered that students who attended the summer reading program maintained their difference in reading achievement level over the course of the school year, in between October and May. It was concluded that attending the summer reading program set forth a difference in reading achievement that was maintained throughout the school.<br>Temple University--Theses
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Bartlett, John C. "Principal leadership practices : a correlation study of specific instructional leadership practices and student achievement in the Tennessee Gateway Tests." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Aldosari, Hussain. "A Comparative Study on the Factors Affecting the Academic Transition at a Major Saudi Arabian and a Major North American University: Implications on Students' Academic Achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/193.
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Students in different educational institutions, especially on campus, face different challenges that make them not achieve their academic goals and objectives as per their expectations. Several studies have been performed, and various aspects have been found to contribute to the failure of several students not achieving their academic goals, and in the end, drops out of school. Some of the factors that have been found by other studies include student’s involvement in extracurricular activities, peer groups, and lack of adequate resources to sustain them in school and achieve their desired goals. However, in this study, mixed research methodology that is both quantitative and qualitative research is used to collect data regarding the factors affecting student academic achievement.
Moreover, from this study or research, some of the findings include the size of the class affects the student academic achievement. The size of the class plays a significant role in the student’s life because the smaller the size of the class the higher the engagement between the students and the teaching staff, therefore, active learning. The school curriculum also affects the academic achievement of the students. Besides, both the administrative and teaching staffs are supportive of academic success. Lastly, the learning culture affects the academic performance of students. All these factors affect the student’s progress towards academic success.
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Ingram, Brenda. "Schools in Violent Neighborhoods| The Impact on African American Elementary School Students' Academic Achievement." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577945.
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<p> The academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend school have a great impact on their academic performances. This research study examined the relationship between poverty, community violence and the academic performance of elementary school age children, especially African American students. Seventy-eight public elementary schools were randomly chosen in Los Angeles County that had at least 10% African American students who completed the reading achievement test in each primary grade level (2-5 grade levels) in April 2012. The results showed that poverty and community violence had a significant negative impact on reading achievement test scores for African American students. Furthermore, the impact of community violence was twice that of poverty on academic performance. On the other hand, Caucasian students’ test scores were significantly impacted by poverty and not community violence. One explanation for this difference was that African American students experienced twice as much community violence in their neighborhoods as compared to Caucasian students. Since educators cannot change neighborhood characteristics, they need to focus on developing educational models that mitigate the impact of community violence and trauma on African American students.</p>
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L, Starcher Serena. "The relationship between leadership practices of principals and student achievement." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=695.
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Theses (Ed. D.)--Marshall University, 2006.<br>Title from document title page. Includes abstract. Document formatted into pages: contains ix, 109 pages. Includes curriculum vitae. Bibliography: p. 80-86.
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Dotson, Lauren. "Middle Grade Academic Achievement and Socioeconomic Status on North Carolina State Report Cards, 2012 - 2013." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2437.
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In the era of accountability in our nation‘s public schools, high-stakes standardized testing is the primary methodology for determining academic achievement; results from end-of-grade standardized testing are published annually in state and national report cards that are used as an instrument for determining school and teacher quality. What standardized tests do not take into consideration, however, are external environmental factors that have an impact on academic achievement; this research project focuses upon the effects of socioeconomic status on academic achievement on the middle grade student in North Carolina in 2012 and 2013. These years were chosen to comparatively analyze student achievement during the transition from the North Carolina Standard Course of Study to the Common Core curriculum. Only public schools configured in grades 6-8 that operate on a traditional school calendar were considered for this study. One way analyses of variance and paired samples t tests were performed to determine whether significant differences exist between student achievement in each grade level, academic year, and tested subject area (mathematics and reading) based on various levels of socioeconomic status levels within the school. Socioeconomic status levels were determined by the percentage of student population within the middle school that received free or reduced cost lunch during that school year. Significant differences existed between every socioeconomic level, subject area, and grade level, and significant differences also existed between each academic year as well as the number of economically disadvantaged students passing both the reading and mathematics assessments in each academic year. Schools with higher poverty levels scored significantly lower on both subject areas in both academic years than their wealthier counterparts. Test scores were also significantly lower in 2013 than in 2012, and fewer economically disadvantaged students passed both reading and mathematics in 2013 than in 2012. Further research is suggested to determine whether the trend of higher poverty schools performing significantly lower on standardized assessments than wealthier schools will continue with the ongoing implementation of the Common Core curriculum.
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Keith, Joe Allen. "Perceptions of school leadership capacity and student achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Cromartie, Michael Tyrone. "Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618567.
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The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as contributors to student achievement, little information exists to assist school leaders in identifying specific organizational practices that sustain collective teacher efficacy, academic emphasis, and trust in students and families. This study employs case study methodology to investigate faculties' interpretations of academic optimism by examining the organizational and instructional practices at three well performing Virginia high schools. Gathered data includes information obtained through direct interviews with 18 (six at each site) faculty members, observations from 12 (four at each site) classrooms, and a review of each school's vision or mission statements, improvement initiatives, and course offerings and enrollments.
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Prater, Michael E. "The relative impact of principal managerial, instructional, and transformational leadership on student achievement /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137738.
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Roley, Sheila Eagan. "Creativity, cultural proficiency and self-efficacy in rural school principals : the relationship to reducing the achievement gap for low income students /." connect to dissertation online, 2008. http://pqdtopen.proquest.com/#abstract?dispub=3344749.
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Wu, Hsin-Chieh. "COLLECTIVE RESPONSIBILITY, ACADEMIC OPTIMISM, AND STUDENT ACHIEVEMENT IN TAIWAN ELEMENTARY SCHOOLS." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1332497667.
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Johnson, Yolanda R. "The interrelationship among student academic achievement principals' leadership style parental involvement, school culture, student attendance and teacher instructional practice as related to disadvantaged students in diverse elementary schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/2924.
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The purpose of this study was to investigate the interrelationship among student academic achievement, principals' leadership style, parental involvement, school culture, student attendance, and teacher instructional practice of disadvantaged students in diverse elementary schools. This study examined principals' leadership style, parental involvement, school culture, student attendance, and teacher instructional practice and how they affect student academic achievement. Overall, the study provided possible solutions to principals on ways to improve student academic achievement of disadvantaged students in diverse elementary schools. To make this study possible, the researcher developed and field-tested a questionnaire for administrators, teachers, and parents in order to measure the relationship among principals' leadership style, parental involvement, school culture, attendance, and teacher instructional practice of disadvantaged students in six diverse elementary schools.
Four statistical tests were performed and analyzed: A Pearson Correlation, t-test, factor analysis, and regression analysis. The findings of the study with respect to the Pearson Correlation Coefficient showed a significant relationship at the .05 level with respect to the independent variables: principals' leadership style, parental involvement, school culture, student attendance, teacher instructional practice, and the dependent variable, student academic achievement. The findings of the t-test showed a significant difference between school staff (administrators and teachers) and parents as it relates to school climate (principals' leadership style, parental involvement, school culture, student attendance, teacher instructional practice). The data further showed that school staff (administrators and teachers) did not perceive parental involvement differently. The findings of the factor analysis showed the following variables were placed in the same factor as student academic achievement: school ranking, SES, and race. The following variables were placed together in Factor II: principals' leadership style, parental involvement, school culture, student attendance, and teacher instructional practice. The following variables were placed together in Factor III: gender and survey classification (administrator, teacher, and parent):The results of the regression analysis showed that SES and school culture will contribute to the outcome (prediction) of student academic achievement, and student academic achievement and school culture will contribute to the outcome (prediction) of school ranking.
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Kopp, Kevin T. "The relationship between leadership style and student achievement in high povert, low funded schools." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/6021.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.
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Parson, Kyleah A. "Relationships among urban students' identification with school, and students', teachers', and parents' perceptions of academic press and safety, and reading achievement." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1550154139.
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Quattrochi, David P. "How one school implements and experiences Ohio's value-added model a case study /." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10686.
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Thesis (Ed. D.)--West Virginia University, 2009.<br>Title from document title page. Document formatted into pages; contains ix, 138 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 127-133).
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Cooper, Kary M. Byrd Jimmy Kent. "The effectiveness of business leadership practices among principals on student achievement on public school campuses in Texas." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12102.
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Ferguson, Toni. "The Impact of Academic Parent-Teacher Teams on Family Engagement and Student Academic Achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/75.
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The purpose of this study was to examine teacher and parent perceptions of the impact of a high-family engagement model, Academic Parent-Teacher Teams (APTT). Teacher and parent surveys were administered to determine the relationship between the following variables: teacher leadership, administrative support, parental perceptions of effectiveness of communications, parental perceptions of convenience of scheduling of meetings, parental perceptions of usefulness of meetings, family engagement, and student academic achievement. Data from a Pearson correlation and a regression test were analyzed to determine which variables had the greatest significance on the impact of APTT on family engagement and student academic achievement. Based on the results of the study, parental perception of effectiveness of communications, parental perception of convenience of scheduling of meetings, and parental perception of usefulness of meetings had the greatest significance with family engagement and student academic achievement. Recommendations were suggested for policy-makers, district leaders, educational leaders, teachers, and future researchers.
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Sziraki, George S. Jr. "The relationship between eleventh-grade varsity sports participation and academic achievement." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/103.
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The purpose of this study was to examine the relationship between participation in high school varsity sports and academic achievement and how such relationship may be affected by participating in multiple varsity sports. End-of-course Math and English scaled scores from the California Standards Tests of eleventh-graders along with comparative accumulative grade point averages at the beginning and end of year were gathered and correlated to the number of varsity sports played. The level of sports involvement was categorized by participation in one varsity sport, two varsity sports, or three varsity sports. The differences between males and females were evaluated as well. The hypothesis was that a positive relationship exists between high school varsity sports participation and academic achievement, and such relationship is increased by the number of varsity sports students participate in. The participants in the study were students in five California high schools: Atwater, Buhach Colony, Golden Valley, Livingston, and Merced. The sampling method used was captive and purposive. Pearson Moment correlation was used to determine relationships in the study, and analysis of variance of a single sample was conducted using SPSS. It was found that there was a significant, positive relationship between Math scores and the number of sports played; however, such a relationship was not found between English scores and number of sports played. There was also a significant, positive relationship between accumulative GPA and number of sports played. The benefits of participation were more pronounced for female athletes than for male athletes. Schools and parents can take these results into account when making recommendations to students concerning participation in varsity sports.
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Pfefferle, Kevin. "The Effects of the After School Program Kids Unlimited on Students' Academic Performance on the Ohio Achievement Assessment." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645711.
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Howe, A. Tyler. "Principal Trust: Factors that Influence Faculty Trust in the Principal." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6237.
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Principals are held accountable for student achievement even though they only have an indirect influence on that achievement. Accountability raises the question about what should be the priority for the principal's attention. The literature supports the existence of a positive correlation between faculty trust in the principal and increased student achievement. Our study considered the appropriateness of representing trust as a two-factor model broken down into components related to how teachers view the skill and the will of the principal. Additionally, our study examined which demographic factors of the school and of the principal affect faculty trust in the principal.This study examined historical data acquired from a large suburban school district in the western United States between 2013 and 2014. The archival data included over 1,700 completed surveys from elementary, junior-high, and high-school teachers of the Omnibus T-Scale survey created by Wayne K. Hoy and Megan Tschannen-Moran (2003).Almost all principals in the study were evaluated higher in terms of skill (competence, reliability, honesty) than in terms of will (benevolence, openness, empathy of vulnerability), and the data set fits a two-factor model of trust. Our findings show no significant association between the principal or school demographics and overall faculty trust in the principal, with the exception of a negative correlation between the principal's level of education and faculty trust in the principal. These findings suggest principals are not at a disadvantage to achieve faculty trust based on principal and school demographic factors.
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Kesterson, Carlene Marie. "What most influences improved achievement in high performing, high poverty schools? /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1421603601&sid=4&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 80-84). Also available for download via the World Wide Web; free to University of Oregon users.
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Redmon, Toma. "Factors for educational leaders to consider that may affect teacher and parent perceptions of the academic achievement of eighth grade African- American male students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2016. http://digitalcommons.auctr.edu/dissertations/2968.
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The purpose of this qualitative study was to examine the factors that may affect teacher and parent perception of the academic achievement of eighth grade African American male students. The independent variables were socioeconomic status, family structure, perceived self-esteem, peer affiliations, extracurricular activities, and student behavior. The dependent variable was student achievement. The qualitative case study method was specifically selected for this study to examine the similarities and differences of two groups of African-American male students. The researcher collected data and offered strategies and recommendations for school and district-level leadership to identify and better support African-American male students.
The study took place at an all-male charter school for boys in grades 6 through 11.
This urban charter school is located in the southeastern region of the United States in a major metropolitan area. There were 20 participants involved in this study. While studying the participants, the researcher interviewed parents and teachers, conducted observations, and analyzed students' report cards. The data collected were triangulated through interviews, observations, and document analysis. The limitations of this study included the number of people involved in the study, school setting, and age constraints of the students studied.
The findings of this study revealed that socioeconomic status, the level of parental engagement, peer affiliations, and student behavior had an impact on student academic achievement. The highlight of this study showed the influence parental involvement had on student achievement. Parents who were heavily involved and engaged in their son's education performed well in school. Conversely, students whose parents were not involved and/or showed very little interest in their son's education experienced some challenges in their academics and had low academic achievement. Recommendations for educational leaders and suggestions for further research are included in the study.
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Peugeot, Megan Aline. "Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500119063279081.
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Shaddock, Bellamy Lucinda. "Classroom Environment: Content Analysis Examining Characteristics of Classroom Environments That Affect Students' Academic Achievement." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3133.
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The purpose of this qualitative study was to extend the understanding of the characteristics of a classroom environment that impact students’ engagement in academics and therefore has the potential to positively impact student achievement scores. Data were collected through content analysis to analyze for reoccurring themes to assess how the characteristics of the classroom environment impact student’s achievement. Ten classrooms within the Kingsport City District were observed and analyzed for this study.
Six research questions guided this study, and qualitative data were analyzed for reoccurring themes. Findings from this study suggest that implementing certain characteristics in to the classroom environment can positively impact students’ academic success. The development and construction of classroom environments should include such characteristics as positive discipline, well laid out and organized classrooms, accountable talks, collaborative groups, positive teacher student interaction, and learning targets. As a result of this research a recommendation for practice is that districts support the development of classrooms that would positively impact student’s achievement.
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Knapper, Veronica. "Factors That Influence Student Academic Motivation and How Those Factors Impact the Student Achievement of Third Grade Students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/72.
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The purpose of this study was to investigate factors that motivate third grade students to perform well academically and to learn how those factors impact student achievement. Additionally, the researcher wanted to gain an understanding of teachers’ perspectives regarding student motivation, observe strategies teachers use to motivate students, and observe motivated students’ behaviors. To do this, the researcher surveyed 37 third grade students, interviewed two third grade teachers, and observed two different third grade teachers. The results of the study indicated that student academic motivation is significantly impacted by two factors: parent involvement and home environment. The results also showed that reading achievement is closely linked to school environment. Having this information is helpful because it will enable school administrators and teachers to develop strategies to target the factors that have been found to have the most significant impact on student academic motivation.
The qualitative research indicated that teachers tend to rely on extrinsic rewards and use strategies such as verbal praise, visual aids, and touch to motivate students. The behaviors that motivated students display include paying attention to the lesson, working diligently, and asking questions. If schools combine the strategies used by teachers and focus on increasing parental involvement, helping parents to create home environments that foster academic success, and making sure the school environment enables students to feel safe, it is likely that administrators would see increases in student academic motivation across the district.
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Beane, Amber. "Health and Academic Achievement in College and University Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3702.
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The purpose of this non-experimental quantitative correlational study was to investigate the relationship between academic achievement and health in a national sample of college students using quantitative data analysis. Specifically, the researcher analyzed the relationship between three health-promoting behaviors (physical activity, strength training, and fruit and vegetable consumption), three negative health behaviors (cigarette, e-cigarette, and opioid use) and obesity with GPA.
Cross-sectional data on student health collected from the American College Health Association’s National College Health Assessment II (ACHA-NCHA-II) and completed by 426,650 college students from 650 U.S. colleges during the semesters between 2015 and 2019 formed the foundation for this research. Nine research questions were addressed using a series of chi square tests.
Results showed there was a significant positive relationship between health behaviors and grade average. Students who met the recommendations for fruit and vegetable consumption, moderate activity and vigorous physical activity were more likely to have GPAs than those who did not. Students who used cigarettes, opioids, or were obese were more likely to have GPAs.
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Cobb, Paulette. "Examining the Efficacy of Inclusive Practices and Its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828070.
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<p> There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education; however there is a dearth of research on high school inclusion practices. A survey examined the current inclusionary practices at a Central Coast High School. California State Standardized Assessment scores of 11<sup>th</sup> grade English Language Art and Math classes were also analyzed by groups. Overall, findings indicated that inclusionary practices were implemented to different degrees, but none were <i>fully in place </i> i.e., <i>practices building relationships</i> was rated the highest and instructional practices was rated lowest. In addition, findings indicated that students with disabilities exceeded the state SBAC scores in the area of English but not math. Longitudinal research is needed to further identify secondary practices that impact Math scores for students with disabilities along with continued examination of inclusive high school practices.</p><p>
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Mrowka, Karyn Anne Kowalski. "Academic Stress in an Achievement Driven Era| Time and School Culture." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609000.
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<p> Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition within a school can negatively affect adolescents during a developmental stage in which other's expectations influence the way adolescents' view themselves. Many school leaders struggle with how to rigorously prepare students for the 21<sup>st</sup> century and global markets, within the confines of a seven-hour school day. </p><p> Popular and journalistic literature acknowledged the issue of academic stress (Robbins, 2006), and some researchers recognized the prevalence of academic stress among high achieving students (Connor, Pope, & Galloway, 2009; Pope, 2001; Pope & Simon, 2005; Richard, 2009) in this academically competitive time. However, the literature had not yet addressed how the school's organizational culture, specifically the scheduling of courses, organization of time, homework and workload policies, and extracurricular activities caused or alleviated academic stress. The researcher conducted three-part interviews with students and school leaders to learn about their experiences with academic stress in an academically competitive school culture. The researcher learned that there were positive and negative impacts of academic stress and that some of the main causes included simultaneous deadlines, conflicts between extracurricular activities and homework, and busywork. This study is important for school leaders, particularly to examine whether and how high school students perceive and articulate that time-related school components common in high school culture (such as scheduling, homework/workload policies, and extracurricular activities) contribute to these students' stress levels. The study illuminated similarities and differences in student versus school leader perception about the stress of time-related school components on students. The researcher hopes that the understandings gained from this study will help school leaders make decisions on how to schedule teacher and student time.</p>
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Kearney, Janet. "Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5337.
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The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.<br>Ed.D.<br>Doctorate<br>Educational and Human Sciences<br>Education and Human Performance<br>Educational Leadership
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Byrd, Anthony A. "What principals and district administrators are learning about instructional leadership in the Vista View School District /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7908.
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Caracelo, Stephanie. "Evaluating a Student Leadership Program's Impact on Elementary Students' Behavior and Academic Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2716.
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Faculty members at a rural elementary school in a southeastern U.S. state have implemented a student leadership program called Leader in Me (LIM) in order to address increased behavioral disruptions and declining academic achievement scores and also better prepare students for the workforce. To determine the efficacy of the intervention, a mixed methods bounded case study of LIM was conducted. Watson's and Hull's theories of behaviorism support the objectives of the program. The focus of the research questions was on determining whether students' behavior, academic achievement, and leadership skills had changed based on their participation in the program. Quantitative data consisted of standardized test scores in the areas of reading and mathematics, administrative records, and a faculty survey. Qualitative data consisted of 10 interviews, which were conducted with a stratified purposeful sample of 3rd through 5th grade teachers participating in the program at the school. Quantitative data were analyzed using analysis of variance while qualitative data were coded and analyzed for common themes. Using these methods, a significant decrease in the instances of negative classroom behaviors was noted in relation to an increase in leadership behaviors of students in the LIM program. Interview data revealed the presence of a positive culture of leadership and learning in the classroom. Based on study findings, a policy recommendation paper advocating adoption of the leadership program was created. Adoption of the LIM program may help educators in better preparing students to be responsible individuals who use their leadership skills to positively impact their own learning and school and community cultures.
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Hart, Pamula. "Conceptualizations and leadership behaviors of elementary school principal towards student achivement /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7548.
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Rust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.
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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.
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Etlen, III James Samuel. "A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL-BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN-AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/429010.
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Educational Leadership<br>Ed.D.<br>Abstract of the Study Schools are faced with the challenge of identifying creative ways to ensure the success of all students. The academic achievement gap that persists between African-American students and their counterparts along with the disparate impact of disciplinary practices are issues that educators continue to seek solutions to address. Helping all students achieve academically is difficult; however, when confronted with issues like poverty, broken families, and crime helping students succeed in school becomes even more challenging. Although some progress has been noted, it has been well-documented that African-Americans continue to underperform and lag behind their counterparts academically (McMillian, 2003). The purpose of this study is to examine the impact, if any, a school-based mentoring program had on the academic achievement and appropriate social behaviors of African-American male participants when used as an intervention. The participants in this study attended a suburban middle school, located just outside the city of Philadelphia, and attended this school from 2012 through 2015. The study examined grade point averages, standardized test results, and disciplinary data from two groups of students: the African-American male students who participated in the mentoring program and the remainder of the African-American male students that attended this school during the same period. Data from both the control and experimental groups were examined to determine if students who participated in the mentoring program at any point throughout middle school had an improvement in their grade-point averages, standardized test performance, or lower rates of disciplinary referrals than the group that did not participate in the mentoring program.<br>Temple University--Theses
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Alig-Mielcarek, Jana Michelle. "A model of school success instructional leadership, academic press, and student achievement /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054144000.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 146 p. Includes abstract and vita. Advisor: Wayne K. Hoy, College of Education. Includes bibliographical references (p. 132-140).
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Whitinger, Jamie H. "K-12 Virtual Students: Relationships Between Student Demographics, Virtual Learning Experience, and Academic Achievement." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1196.
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The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined those relationships for the 476 students enrolled in virtual courses between January 2010 and January 2013 in Sullivan County Schools, TN. These students were in grades 7-12 during the time the courses were taken. Independent variables in Phase I of the study included gender, race/ethnicity, socio-economic status, prior number of virtual courses completed, and existing student grade point average. Independent variables in Phase II of the study included instructional dialogue in the virtual course, structure of the virtual course, and autonomy of the learner allowed in the virtual course. The researcher investigated the relationships between these independent variables and the dependent variable, academic achievement, as determined by final virtual course grade. The statistical methods used to answer the research questions included bivariate correlations, independent samples t-tests, and bivariate regression analysis.
Two of the independent variables in Phase I of the study were found to be significant. Students identified as being economically disadvantaged tended to perform better academically in virtual courses than students identified as non-economically disadvantaged, as determined by final virtual course grade. A statistical significance was also found between existing student GPA and academic achievement in virtual environments. Students with a higher GPA prior to taking a virtual course tended to receive higher grades than those with lower existing GPAs. Using bivariate regression, existing GPA accounted for 25% of the variance in student academic achievement in virtual courses.
All three of the independent variables in Phase II of the study were found to have a significant relationship with student academic achievement as determined by final virtual course grade. Students who reported high levels of instructional dialogue (frequency of teacher-student interactions, teaching presence, content interactions) tended to perform significantly higher than those reporting lower levels of instructional dialogue. Students who reported high levels of structure (instructional support, navigation, course design) tended to perform significantly higher than those reporting lower levels of structure in the course. Students who reported higher levels of autonomy (student ability to determine goals, learning experiences, and evaluation decisions) tended to perform significantly better academically than those who reported lower levels of autonomy.
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Garrett, Nashett Chaunte. "A Study of the Perceptions of School System Personnel of the Academic Achievement Gap and How Their Perceptions Influence Their Educational Practices." Thesis, North Carolina State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538543.
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<p> The case study takes place in a North Carolina School district diverse in student population and land use, which by some records is experiencing some success with the students it serves. Standardized test data reveals the existence of academic achievement gaps within schools throughout the district. The school district’s superintendent declared “closing academic achievement gaps” as a part of the district’s strategic plan. This study examines the perceptions of educators at various levels of service and how their perceptions influence their educational practices through a qualitative methodology. Interviews and focus groups were conducted with the superintendent, regional superintendents and principals of each of the five regions within the district. Board of Education minutes as well as documents provided by the participants were analyzed. Participant responses were recorded, transcribed, and analyzed based on the study’s conceptual framework, problem definition, into themes: perceptions, reality, solutions and practices. Regional findings were used to create a case of the region based on the similarities and differences of participants’ responses. A cross-case analysis of the data was conducted to create a case of the school district. Although the administrators of the district provided a common definition of the academic achievement gap, the way the administrators frame the issue of the academic achievement gap is different hence their approaches to resolving the issue of the academic achievement gap is different as well.</p>
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Kim, Won Kris. "How state accountability funding is used organizational analysis of academic improvement at low-performing schools /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1709825281&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Hagan, Robert Michael. "Academic achievement success for ESL students| An approach to school organization, leadership, and programs." Thesis, Fordham University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559465.
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<p> The increased number of English language learners (ELLs) presents a difficult task for middle school building principals. The challenge of ensuring the success of ELLs in future years will force schools to rethink educational practices. This study focused on how middle school building principals strategically planned, organized, and managed their schools to meet the needs of ELLs. The phenomenological study was based on the growing student population of English as a second language (ESL) in school districts in Eastern New York. Ten principals were interviewed and a triangulation of data was achieved through observation and collection of documents. The researcher found through bridging that middle school principals engaged in relationship building with parents, students, teachers, and community to create a sense of belonging in the school. As a result, principals are encouraged to provide professional opportunities for the faculty to become certified ESL teachers, accessible to community members, bilingual, and engaged in community building.</p>
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Lewis, Stephen Michael Sr. "Achievement Gap: Cultural Identities and Its’ Influence Upon African American Students Perceptions of Academic Performance." Ashland University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1591372291779417.
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Martinez, Beate M. Winter. "The difference in the academic achievement of Hispanic high school students based on the theme of the small learning community." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2413.
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The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small learning communities. One way, non directional analysis of variances were calculated comparing each of the five themes, which are: Arts, Music & Entertainment, Business & Information Technology, Health, Human & Public Services, and Engineering & Industrial Technology, and Algebra I and English Language Arts tests of the California Standards Tests to determine if there was a statistically significant difference in the academic achievement of Hispanic high school students and enrollment in a specific Small Learning Community theme. Passing rates on the California High School Exit Exam were examined, analyzed, and compared, by grade level, for each of the small learning community themes. In addition, graduation and dropout rates were considered. Even though there was evidence to suggest that there was a difference in some of the data analyzed, none of the actual numbers showed much variation. Although smaller number of student groupings in high schools supports the success of Hispanic students, distinct themes do not seem to be a contributing factor.
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Hostetler, Traci J. "School Choice: Academic, Financial, and Societal Implications." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1613056526287479.
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Brown, Shelia. "An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28399/.
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The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported were all moderate, which acknowledged that relationships did exist between all predictor variables tested. Based on the information provided for B weights, School's SES was found to be the best predictor of reading TAKS achievement, preceded by Principal's Highest Degree Earned and Gender. SPSS 16.0 was used to analyze all data. This study adds to the literature on principals' technology efficacy and principal's self efficacy.
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Krier, Timothy James. "An Exploratory Study of Professional Learning Community and Academic Optimism, and Their Impact on Student Achievement." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405684219.
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Goodsite, Sandra Sue Skillings. "School Leadership and Strategic Planning: The Impact on Local Report Card Ratings." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363604915.
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Brown, Christine. "Quality Education in Idaho: A Case Study of Academic Achievement in Three High-Poverty Rural Schools." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6396.
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The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is mixed-methods study of three high-poverty elementary schools in Idaho. Both quantitative (achievement test scores) and qualitative data (interviews of seventeen teachers and principals) are compared and contrasted. The findings provide evidence that quality education for students in poverty requires relatable curriculum, teachers who are knowledgeable and caring, and a school environment where social-emotional needs are addressed. Quality teachers deliver instruction and provide interventions for student based on individual needs. Loving, caring, and consistent teachers and administrators are a determining factor for success by providing a safe and stable environment for students and staff. Other findings show families have great influence on children and their ability to succeed. Participants felt that supporting families will, in turn, support student achievement. This dissertation recommends the following: (a) a stronger emphasis on teacher quality including competency in content, pedagogy, and dispositions of a caring, quality teacher; (b) a focus on social-emotional needs of student in poverty; (c) the establishment of consistent staff and leadership in schools with high rates of poverty, and (d) a concentration towards building relationships between school staff and families in order to support families in poverty as they strive for their children's academic achievement.
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Cooper, Kary M. "The Effectiveness of Business Leadership Practices among Principals on Student Achievement on Public School Campuses in Texas." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12102/.
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The purpose of this descriptive study was to determine if business leadership practices by Texas public school principals have an impact on principals' campus student achievement in mathematics and reading, as measured by TAKS scores. The survey instrument was the Leadership Assessment Instrument (LAI), developed by Warren Bennis in 1989. The survey instrument was electronically distributed to a sample of 300 public school principals in Texas. Of the 300, 140 principals completed and returned the survey, for a response rate of 47%. The Statistical Package for the Social Sciences (SPSS), version 16.0, was used for the analysis of data, which included descriptive statistics, analysis of variance, and regression. In addition, reliability for the LAI was also calculated. The LAI consists of the following five categories of effective business practices: focused drive, emotional intelligence, building trust, conceptual thinking, and systems thinking. No significant relationships were found between principals' use of LAI elements and student achievement in mathematics and reading. However, the lack of significant relationships between the business model as used in public schools and student achievement reveals that current models of principal preparation programs do not result in school leaders who are adequately prepared to increase student achievement. Further research is recommended as public school leaders continue to seek alternative strategies and innovative practices to improve student achievement.
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Reynolds, Donna Michelle. "An exploratory study of Florida high school principal practices that improve student achievement." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5019.
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The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice.; The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.; The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 - 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews.<br>ID: 030423304; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 164-169).<br>Ed.D.<br>Doctorate<br>Educational Research, Technology, and Leadership<br>Education