Dissertations / Theses: 'High school students – Macau – Evaluation'

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張子明. "澳門私立中文中小學學生個人背景與其學業表現的分析研究". Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1636439.

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Dunnavant, Heather Elise. "High School Graduation Coaches| Supporting At-Risk High School Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3720302.

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This study investigated the effectiveness of a new dropout prevention program, Project WALK, which was launched at a low-income high school in Missouri during the 2012-2013 school year. After examining alarming dropout statistics, Washington High School chose 40 students to participate in a new program, Project WALK, which was designed to use graduation coaches to improve at-risk students' performance. The program's six graduation coaches formed relationships with at-risk students, monitored student progress, and consistently communicated with parents, teachers, and school administrators about the at-risk students. The researcher, an administrator at the school, gathered quantitative data to measure the effects of the intervention and qualitative data to measure the perceptions of the students who participated. The quantitative data collected for this study enabled the researcher to assess whether the graduation coach had an effect on each student's attendance, discipline, and number of credits earned during the time of the intervention compared to other years the student was in high school. The researcher considered secondary data in order to compare students' performances before and after the intervention and thus to test for a correlation between a student's being paired with a graduation coach and student outcomes such as attendance, discipline, and number of credits earned. In addition to quantitative methods, the use of qualitative methods enabled the researcher to describe and analyze student perceptions of their experiences. Little is known about the perceived experiences of individual students who are considered to be at risk of dropping out of high school. Because qualitative data on this subject have been lacking, the qualitative component of the present study could lend greater insight into the effectiveness of interventions in students' lives. This study looked at 30 males, 10 females, 20 general education students, and 20 special education students. The results of this study indicated that the graduation coaches were beneficial in preventing dropouts, which suggests that the strategy of using graduation coaches is a promising one for serving at-risk students. These findings inform the work of educational specialists, practitioners, and school systems personnel who design interventions to help reduce the dropout rates in schools.

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Holland, Syreeta R. "A Qualitative Analysis of African-American High School Students' Transitioning from Middle School to High School in an Urban Private High School Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751750.

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Research indicated the transition from eighth grade into ninth grade can be a difficult time for students. His Grace High School (HGHS) ninth grade students illustrated this difficulty. The purpose of this study was to examine African American student and parent perceptions regarding the transition process into high school. Currently, all students and parents at HGHS participate in a two-part orientation session to prepare and acclimate to the new school community and learning environments. Orientation sessions are facilitated by predominately African American staff members; however, the premise of the session was developed and implemented by Caucasian staff and faculty. Furthermore, the manner in which the information is developed and shared with the African American students and parents does not consider or address the cultural needs of African American parents and students. Critical Race Theory, CRT, was used to measure inequality in education. According to Hiraldo (1994) scholars have used CRT as a framework to analyze and critique educational research and practices. Critical Race Theory attempts to address the cultural needs and disparities of minority students when compared to students of the dominant race. The research questions provided additional information about the transition process and how the administration, faculty, staff, and school community can develop and implement a transition program that will assist both students and parents transitioning into HGHS. A qualitative analysis of the current transition process was conducted. Current freshmen students and parents completed surveys and participated in interviews about their experience with the transition process at HGHS.

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Lam, Lai-wah Melanie. "Student evaluation of teaching in Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963407.

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Neve, Anne H. "An Evaluation of A Non-Traditional Program for High School Students." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499449954.

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This mixed-methods program evaluation focused on the short-term outcomes of a non-traditional program for high school students. The program evaluated, the Non-Traditional Program, is designed to provide an option for students who are not successful in the traditional setting. The program provides two teacher faciliators, a part-time school counselor, and a part-time security position . Students attend the program for a half-day and take courses via online instruction with the goal being on track to graduate. Participants in this evaluation were the program staff who participated in a focus group interview and six students who were interviewed individually. Extant documents provided evidence of credits earned, Standards of Learning (SOL) tests passed, and evidence of meeting program goals. Overall, the findings showed that the program is meeting its short-term outcomes with success. The students earned credits toward graduation at a rate of 64%, passing SOLs at a rate of 65%, and met program goals at a rate of 67%. Students who attended the program for medical reasons showed higher results than students who attended for attendance or disciplinary reasons; however, when tested for a relationship between the variables, there was no statistical significance. Students in the program reported that the individualized online learning is beneficial as is the smaller environment in which they are able to work without distractions. Staff reported that students are successful to a degree but would benefit from an orientation in organizational skills to help them manage their time more efficiently online. Recommendations for future evaluation include tracking long-term outcomes of the program, tracking the success of students who transition out of the program, and further evaluating the different categories of students and their performance.

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Shirk, Breanne N. "A School-Based Intervention Increased Nutrition Knowledge In High School Students." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243365958.

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St, Jean Gerardine. "Evaluation of intervention programs designed to address high school racial conflicts." Fairfax, VA : George Mason University, 2007. http://hdl.handle.net/1920/2915.

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Thesis (Ph. D.)--George Mason University, 2007. Title from PDF t.p. (viewed Jan. 22, 2008). Thesis director: Wallace Warfield. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Conflict Analysis and Resolution. Vita: p. 222. Includes bibliographical references (p. 215-221). Also available in print.

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Ho, Tin Lai. "A study of the relationship of family structure, students' social-economic status, and grade retention to the educational and occupational expectations of secondary school students in Macao." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1880480.

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Wu, Jia Ning. "Corpus-based lexical and syntactic analysis of the writing of high school students in Macao." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637015.

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Shank, D. Michael. "The promotion of financial literacy among American high school students a program evaluation /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p074-0060.

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Pinellas, Xavier Clinton. "An evaluation of high school counseling services to success of at-risk students." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185846.

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The purpose of this study was to provide pertinent data to enable public school administrators and counselors, through counseling services assessment, to make rational and logical decisions regarding perceptions that can be used in targeting areas within the counseling department which need to be improved to address the success of high school at-risk students. The main emphasis of the study was to assess the perceptions of at-risk students, randomly selected parents of at-risk students, secondary teachers, counselors, and administrators regarding the evaluation of high school counseling services to the success of at-risk students. Perceptual trends, similarities and differences among participating groups were also examined. This study's focus was to better understand the effectiveness of delivering counseling services from a collective perspective, viewing evaluation of counseling services as a tool in which it can be used to ensure consistency in conceptualizing and measuring success of at-risk students. The test group had 506 valid cases with three missing cases, examining the perceptions of at-risk students, teachers, counselors, randomly selected parents of at-risk students and students at Project COPE in the School District of Osceola County, Florida and analyzed the data using four one-way factorial ANOVAs of mean item satisfactory rating broken down by site (Gateway, Osceola, St. Cloud High Schools and Project COPE) in turn with: (1) Group (Students-208; parents-32; teachers-237; counselors-4; and administrators-25). (2) Gender (male and female). (3) Ethnicity (Anglo, Hispanic American, African American, Native American, others). Major findings revealed that organization and administration of counseling services and programs to the success of secondary at-risk students in the School District of Osceola County, Florida are at least "adequate" in that: at-risk students were adequately informed of counseling services; were adequately informed of career information and work education programs. Subjects were generally satisfied with programs designed to meet the needs of at-risk students. Overall, the counseling staff showed positive strengths in such areas as encouraging at-risk students to stay in school; keeping at-risk students informed of academic and social programs in school; responding to at-risk students' needs and exhibiting concern and providing student-parent-teacher-counselor conferences regularly. Conclusion. The subjects differed on many of the 40 items of this study, but only a few showed any significant differences in their perceptions of counseling services and programs to the success of at-risk students. However, all groups saw their differences as being important components at the high school in which they are involved.

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Warner, Jane Moss. "Evaluation of the College Bound Summer Program for High School Students with Disabilities." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29420.

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In the current education environment, students with disabilities may lack adequate transition planning in high school that may explain why these students often experience poor outcomes in higher education. The College Bound Summer Program was developed in 1999 as a supplement program within the state of Virginia to address transition issues and college success strategies for students with disabilities planning to attend college. The purpose of this qualitative study was to identify and assess the strengths and needs of College Bound. The intent of the evaluation is to provide data to guide the continuing development and improvement of the program. An adaptation of Schalock's (2001) outcome based evaluation model is utilized to provide a practical, problem-solving approach to gauge the quality and effectiveness of the program and to establish whether the program has produced its desired outcomes for participants. Sources of data included (a) interviews with 26 participants who attended the program in 1999, 2000, and 2001; and (b) extant documentation regarding program implementation. Data were analyzed qualitatively using constant comparative methods to derive findings that addressed eight categories related to College Bound's strengths and needs: (a) Learning Outcomes, (b) Experiencing On-Campus Living, (c) Attending Workshops, (d) Facilitating Personal Networks, (e) Marketing the Program, (f) Assessing Satisfaction, (g) Gathering Transition Information, and (h) Offering Suggestions. Findings from this evaluation suggest that the draw of College Bound for participants is concern regarding disability challenges in higher education. The data suggest that both parents and students are anxious about attending college and meeting the challenges of the collegiate environment. College Bound appears to be meeting the needs of the participants with programmatic strength in the following areas: (a) developing self-advocacy; (b) accessing college support services, and (c) networking with other participants, and (d) interacting with successful college students with disabilities. Ed. D.

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Kidner, Cindy L. (Cindy Lee). "Increasing Differentiation on Vocational Assessments among Gifted High School Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278958/.

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Multipotentiality makes career counseling with gifted students difficult. High-flat vocational profiles give the impression that gifted students can develop a wide range of abilities to an equally high level. High-flat vocational profiles may be due to assessments that consider abilities and disregard interests and values, and ceiling effects from the use of age-appropriate, rather than cognitively-appropriate measures. Subjects included 170 gifted students from a residential, early college entrance program (M=15.9 yrs., SD=.361). Subjects completed the Scholastic Aptitude Test, Self-Directed Search, and Study of Values. McNemar's Test of Correlated Proportions shows the proportion of multipotential profiles decreases significantly when cognitively-appropriate measures of interests and values are considered, in addition to abilities. Pearson Chi-square shows no ethnic differences.

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Kraan, Erin Mary. "A HIGH SCHOOL PEER MEDIATION TRAINING: DEVELOPMENT, IMPLEMENTATION, AND EVALUATION." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1059436066.

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Thesis (M.S.)--Miami University, Dept. of Family and Child Studies, 2003. Title from first page of PDF document. Document formatted into pages; contains iii, 73 p. Includes bibliographical references (p. 34-35).

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Watt, Tsui-shan. "An evaluation of an "Accelerated English Program"." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963547.

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Chau, Kwok-sun. "Formative evaluation on a self-developed CAL application in chemistry /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700782.

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Kuykendall, Tommie. "The myON'Reader Program and Reading Proficiency Among High School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/414.

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In the United States, educators have struggled with low student achievement in reading proficiency, which affects student success in school and leads to higher dropout rates. To address low reading proficiency scores, a local charter high school implemented the myON'reader program. The myON reader program is an electronic library that allows students to choose their own reading based on their reading level and interest. The program tracks students' reading habits and level of reading, so teachers can determine students' progress. Guided by self-directed learning and social constructivism, the purpose of this study was to review available data to determine if the program increased students' reading assessment scores. This study used a mixed-methods design and 3 sets of data: a reading assessment (n = 39), the myON'reader program itself (n = 39), and a semi-structured interview (n = 2). A paired-samples t test determined a statistically significant difference between pretest and posttest data in assessments of students using the myON'reader program. Pearson's correlation coefficient determined a statistically significant correlation between the difference in the reading test scores and hours the students read, as well as a statistically significant correlation between reading test scores and Lexile level of reading. Finally, a semi-structured interview was conducted to determine the teachers' opinions of the program providing additional data for triangulation. The interview was recorded, transcribed, and coded to determine common themes. The positive social change implications included the improvement of student reading ability at the local charter high school, which over time will develop students better prepared for success.

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Lam, Lai-wah Melanie, and 林麗華. "Student evaluation of teaching in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963407.

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Wu, Mei Han. "Vocabulary development by high-school students in Macao : a comparative study between teacher instruction and computer input." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636205.

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Erickson, Whitney Jaye. "Evaluation of the N-O-T Program for Smoking Cessation Among High School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5076.

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Adolescents and young adults use more tobacco than all other adults, yet the percentage of this younger population eventually quitting the use of tobacco is lower. There is little evidence-based research to support adolescent smoking cessation programs. Using social learning theory (SLT) and the stages of change model, the purpose of this project was to evaluate the effectiveness of the Not-On-Tobacco (N-O-T) program, an evidence-based adolescent smoking cessation program, in reducing or preventing the number of cigarettes smoked by high school boarding students and to evaluate how best to individualize the program for this high school going forward. The DNP questions were asked to see to what extent the N-O-T program would reduce the prevalence of student smoking and what changes to the current program curriculum should be made to tailor the program to this particular high school. Pre- and post survey data were obtained from 10 students 15-17 years of age enrolled in the N-O-T program for violating the campus' tobacco-free policy. A secondary data analysis using paired samples t test did not determine a statistically significant effect on smoking cessation in this small population of students. The findings did show a significant positive correlation between those who found the program 'very helpful' and a decrease in the number of cigarettes smoked pre- and post program. Content analysis of student data resulted in recommendations to modify the program to make it more effective for this school. Awareness of interactions and relationships with others and successfully dealing with social changes through a program like the N-O-T program will lead to increased life-long health benefits, decreased medical costs, and lost productivity associated with tobacco use. School nurses are in an ideal position to implement a successful smoking cessation program.

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Erickson, Whitney. "Evaluation of the N-O-T Program for Smoking Cessation among High School Students." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787312.

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Adolescents and young adults use more tobacco than all other adults, yet the percentage of this younger population eventually quitting the use of tobacco is lower. There is little evidence-based research to support adolescent smoking cessation programs. Using social learning theory (SLT) and the stages of change model, the purpose of this project was to evaluate the effectiveness of the Not-On-Tobacco (N-O-T) program, an evidence-based adolescent smoking cessation program, in reducing or preventing the number of cigarettes smoked by high school boarding students and to evaluate how best to individualize the program for this high school going forward. The DNP questions were asked to see to what extent the N-O-T program would reduce the prevalence of student smoking and what changes to the current program curriculum should be made to tailor the program to this particular high school. Pre- and post survey data were obtained from 10 students 15-17 years of age enrolled in the N-O-T program for violating the campus’ tobacco-free policy. A secondary data analysis using paired samples t test did not determine a statistically significant effect on smoking cessation in this small population of students. The findings did show a significant positive correlation between those who found the program “very helpful” and a decrease in the number of cigarettes smoked pre- and post program. Content analysis of student data resulted in recommendations to modify the program to make it more effective for this school. Awareness of interactions and relationships with others and successfully dealing with social changes through a program like the N-O-T program will lead to increased life-long health benefits, decreased medical costs, and lost productivity associated with tobacco use. School nurses are in an ideal position to implement a successful smoking cessation program.

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Hutcheson, Jessica. "An Evaluation of a Service Learning Program for At-Risk Charter High School Students." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750392.

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This mixed-methods case study examined the impact of a mandatory service-learning intervention college preparatory elective class on at-risk students in a Southern California charter high school. At-risk was defined as, disadvantaged high school students from low income families and possessing poor health, cognitive problems and/or behavior issues that might hinder educational attainment. The embedded design analyzed two years of archival data from four student cohorts (n = 133), all of whom had the same instructor, who was trained to lead the class. The study included a quantitative survey taken by the students at the program’s beginning and end, demographic information, students’ GPAs, attendance records, and reflective journals and notes from the teacher of the class. The examination of academic achievements of participating students found that student participants increased their school attendance and overall GPA following completion of the class. Including student voice in instructional activities and reflection in writing journals contributed to developing the students’ understanding of leadership capabilities. These leadership capabilities included their change in self-awareness that they and their friends could assume positive leadership roles. Following the class, female students significantly increased their participation in clubs and organizations on campus. During data analyses, the data coders noted that over the course of the study, the instructor became more focused and included more activities into the class. In year one more than 50% of students were unable to participate in the service-learning project (SLP) prior to the semester’s completion. In year two, the program instructor decreased the time spent on formal curriculum to allow students the opportunity to increase their time spent working on actual SLP. Since then, the service-learning program has been embraced by students and administration as these at-risk students build relationships with their peers and identify student leaders based on their experiences in the ACT program. Recommendations include that the SLP increase hands-on activities and seek formal opportunities to engage students in diverse communities. In that process, the SLP should garner student input in the implementation and design of the SLP to ensure that the curriculum, activities and projects remain relevant to at-risk SLP students.

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Bryan, Luajean Erna. "Rural High School Mathematics Instructional Practices and Students' Academic College Readiness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2022.

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Rural high school graduates in the United States lag behind in college math preparedness, therefore prompting researchers to identify instructional practices that would advance student math performance. This quantitative research study investigated specific teacher practices and their correlation with student gains in college math preparedness on the American College Test (ACT). Data were collected using a teacher questionnaire to quantify the level of reform practices among a sample of six math teachers and used ACT pre and posttests to assess 312 11th grade students' gains in college math readiness in a public rural high school in Southeast Tennessee. Correlation analysis of reform indicators from the teacher questionnaire compared the interrelatedness of six predictor variables on student math gains. The level of reform practices of the teacher was insignificant when correlated with student gains on the ACT Math subtest, r < .1, yet yielded important insights into rural teaching practices at the sample school. Teacher questionnaire responses indicated consistently low scores in teacher conceptual beliefs and rural connectedness, suggesting room for reform in those areas. The average Math ACT gain was 1.97 points with an average math score of 19.3. This suggests the 2016 school average will exceed the 2015 school average of 19.1 since students in the study have another year of math instruction prior to graduation. Extending the current study through college may reveal a correlation between specific teacher practices and rural student math gains.

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Yeh, Hsi-nan. "Evaluation of the senior high English-gifted students admission program in Taiwan /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Wolfe, Kristen E. "The Core Plus Mathematics Project and high school students' mathematics achievement." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1216499106.

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Thesis (M.Ed.)--Cleveland State University, 2008. Abstracts. Title from PDF t.p. (viewed on Jan. 29, 2009). Includes bibliographical references (p. 22-23). Available online via the OhioLINK ETD Center. Also available in print.

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Mowad, Laura Marie. "Evaluation of a high school leisure time physical activity curriculum." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196185969.

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Nadolny, Larysa N. "Laptops for all students year one evaluation of a laptop initiative in career and technical high school education /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 105 p, 2009. http://proquest.umi.com/pqdweb?did=1654493231&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Ho, Wan In. "An inquiry into the learners' perceptions of integrating self- and peer- evaluation into student assessment in English oral class." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2310712.

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Russell, Raymond Scott Laymon Ronald L. "Writing tasks to be utilized as criteria for the evaluation of the writing competency of secondary school students in a selected public school district." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918623.

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Thesis (Ph. D.)--Illinois State University, 1989. Title from title page screen, viewed October 11, 2005. Dissertation Committee: Ronald L. Laymon (chair), Edwin H. Griffith, Mary Ann Lynn, Thomas W. Nelson, Rodney P. Riegle. Includes bibliographical references (leaves 141-145) and abstract. Also available in print.

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Worts, Nancy Headrick. "High school students perceptions of the educational program at their school as a result of the A+ schools program /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946314.

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McCullough, Brenda Tracy. "Homeschooling parent/teachers' perceptions on educating struggling high school students and their college readiness." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569148.

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A general problem is that testing a homeschooled child for learning disabilities (LD) is not required in the state of Texas and therefore dependent on the homeschooling parent’s recognition and desire to test. A qualitative exploratory method was used to determine the perceptions of parent/teachers on their struggling high school students’ learning, potential to have specific learning disabilities (SLDs), and college readiness. In addition, perceptions of parent/teachers’ self-efficacy and self-advocacy, with potential transference to students were explored. The sample included 56 homeschooling parent/teachers from one of four participating homeschool organizations in Texas. An Internet survey link was used to collect data. Parent/teachers’ views and perceptions were shared on their experiences with struggling high school students. The following perceptions emerged: (a) parent/teachers felt effective identifying their students’ area of struggles; (b) parent/teachers felt confident understanding their students learning style; (c) parents felt adjusting their students’ lesson was an effective strategy to reduce learning struggles; (d) parents felt they effectively handled the demands of teaching their struggling student; (e) parent/teachers largely joined homeschool organizations for support, services, programs, and/or resources; (f) parent/teachers felt their student could effectively describe their strengths and weaknesses; (g) parent/teachers did not think their struggling student had a SLD; and (h) parent/teachers felt their struggling high school student was college ready. Most parent/teachers acknowledged positive levels of self-efficacy and self-advocacy, yet, the need to have a stronger sense of transference to their struggling homeschool student was found. Future studies are recommended to increase knowledge and literature on homeschooling families with struggling learners during elementary, middle, high school, and through college.

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Turner, Cami Jane. "Using peers to influence dating relationships an evaluation of a dating violence prevention program /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.27 Mb., 90 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435865.

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Bagley, Sylvia Stralberg. "Alternative assessment and students' identities as learners." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1459904851&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Stahr, Mary Ann. "Differential Effectiveness of Two Scaffolding Methods for Web Evaluation Achievement and Retention In High School Students." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1207577962.

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Bartlett, Melissa Ellis. "High School Students Reading Informational Texts| A Comparison of Written and Video Response Modalities." Thesis, North Carolina State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690206.

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Kocik, Joanne M. "An evaluation of marketing communication strategies to increase high school graduates' enrollment directly into Wisconsin Indianhead Technical College." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kocikj.pdf.

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Sivasithamparam, Janani. "Evaluation of the expectancy challenge alcohol literacy curriculum (ECALC) for reducing alcohol use among high school students." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5037.

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Alcohol use is the single most alarming behavior among youth in the United States. Adolescents especially are at risk for increases in heavy episodic drinking and drunkenness leading to alcohol-related problems such as academic failure, interpersonal violence, risky sexual behavior and death. In an effort to address this endemic issue, a number of alcohol use prevention programs have been developed and are currently implemented in the high school setting. Many of these programs, however, lack an empirical basis and have been unable to demonstrate significant reductions in alcohol use over time. The need for the development and dissemination of effective strategies to address adolescent drinking is evident. Recommendations for newly developing approaches encourage an emphasis on empirically-based content and easily implemented protocols. Expectancy challenge-based interventions have been identified by the National Institute on Alcohol Abuse and Alcoholism as having strong evidence supporting their effectiveness in reducing alcohol use among college students. Recent efforts to translate such programs into forms effective with high school adolescents have been met with mixed results. The focus of the present study was to modify, implement and evaluate the Expectancy Challenge Alcohol Literacy Curriculum (ECALC), a program currently validated for use with college populations, for high school adolescents. The single session, high school version of the ECALC was infused into the existing Health Education high school curriculum and implemented with those in the 9th through 12th grades. Measures of alcohol expectancies and alcohol use were completed anonymously by each participant before delivery of the program and for 30 days thereafter. Impact of the ECALC was compared to classes randomly assigned to an attention-matched control condition.; Findings revealed significant changes in alcohol expectancies and alcohol use reported by participants in the 11th and 12th grades following delivery of the ECALC. Changes were found across factor analytic and multidimensional scaling (MDS) statistical methods applied to the expectancy measure, as well as across measures of estimated intoxication and drinking quantity/frequency. Findings were consistent among both male and female participants. Reductions in alcohol use were not found among 9th and 10th grade participants, and expectancy changes were inconsistent. The assessment periods for baseline and follow-up were thirty days, which may reflect a limitation in that a longer follow-up may be more likely to capture significant behavioral changes over time. This study was the first to apply both factor analytic and MDS methods to analysis of the Comprehensive Effects of Alcohol questionnaire, with clear implications for expectancy measurement techniques likely to be most appropriate for capturing changes in expectancy activation patterns over time. Overall, this study represents an important advance in the development of an empirically-based and validated alcohol use prevention program effective for use with adolescents. In addition, the ECALC serves as a prevention program that is easily implemented in the high school setting, requiring only 50 minutes of class time, a classroom, and a motivated educator. ID: 029810259; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 217-231). Ph.D. Doctorate Psychology Sciences

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Petty, Nicola Mary Ward. "Using student perceptions to evaluate the effectiveness of education for high school students with vision impairment." Thesis, University of Canterbury. Management, 2006. http://hdl.handle.net/10092/859.

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This research introduces, develops and applies the concept of using student perceptions to measure opportunity-to-learn, in order to evaluate regular and special educational provision. A qualitative investigation into services for the education of learners with vision impairment identified the common aim of giving students equal access to the curriculum as their sighted peers. It also elicited potential determinants of need that affect caseload allocation decisions. Opportunity-to-learn was identified as a concept in the research literature, which has evolved from a measure of content coverage into a potential indicator of school effectiveness, measured almost exclusively from the teachers' perception. This research drew on the growing body of research that asks the students, to shift the focus from the teacher to the students themselves. An instrument was developed, based on the Essential Skills of the New Zealand curriculum, that measures opportunity-to-learn from the perspective of the students. This was used to collect baseline data on 1300 students, with no identified special needs, from twenty secondary schools throughout New Zealand. Analysis of the baseline data demonstrated the validity of the approach, and its potential to aid in research on the educational process, using this set of intermediate indicators. Results showed differences between schools and between girls and boys. The mean index scores for the schools were not strongly related to the socio-economic background of the schools, but did reflect independent measures of school quality. The instrument was then used to measure opportunity-to-learn for fifty learners with vision impairment in regular high schools. Comprehensive data on these learners was gathered from regular and specialist teachers, parents, schools and the individuals themselves. This data was analysed to evaluate the services and the opportunity-to-learn for the learners with vision impairment. Results showed that on average these students had opportunity-to-learn at least as good as for their sighted peers. Areas of weakness and strength within the service were identified. The instrument proved effective in the evaluation process.

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Robinson, Jane S. "The evaluation of student perceptions of articulation and CTE classes on students with and without special needs." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/ROBINSON_JANE_41.pdf.

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Thomas, Sherlina. "A Phenomenological Exploration of the Experiences of High School Students Enrolled in School-Wide College Readiness Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1830.

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In the early 1980s, the United States experienced a high school dropout epidemic, leading school systems to adopt reform efforts. College readiness programs (CRPs) became a tool to address educational disparities in secondary and postsecondary education for over three decades. While decreases occurred in the overall high school dropout rate across racial and ethnic groups, they have been minimal. This study addressed a research gap on the lack of student input and perceptions about their experiences in CRP programs. This phenomenological study used in-depth, semi-structured interviews with criterion-selected former high school students from 3 schools within the ABC County School System in the southern United States. The sample of 12 students provided data about their lived experiences as Project GRAD scholars. The theoretical framework for this study was Bronfenbrenner's ecological systems theory (EST) based on human development and systems of the environment. Based on results of the interview questions and emergence of themes, 95% of the students indicated their motivation for attending college was based on family. While the traditional college readiness program had some positive influence on student's secondary and post-secondary plans, such programs were not the primary contributing factor, but rather parental/family support was. Furthermore, personal student accounts of their involvement with the Project GRAD program reflect a positive experience. However, such accounts did not reflect a consistent and active supporting relationship with the organization. This finding is in opposition to reported data by many college readiness programs. Implications for social change will bring awareness and modification to programs with the intent of alleviating educational dropout epidemics.

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Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.

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The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an ‘achievement gap’. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances. The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student ‘buy in’, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.

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Ferry, James Paul. "A mixed-methods investigation of heterogeneously grouped inclusion students at southeast high school." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/442.

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Inclusion education led to academically-homogeneous grouping of students at southeast high school. Administratively, the decision was made to increase rigor, inclusion students would be grouped heterogeneously in senior economics classes. Guided by Dewey's pragmatic theory, the purpose of this sequential, explanatory, mixed method study was to investigate whether a significant difference exists in the course passing rates, end-of-course test (EOCT) scores, and graduation rates between inclusion students in heterogeneous classes and those in homogeneous classes and how participants perceived the grouping. Archival data (N = 42) on student instructional grouping, passing rates, EOCT scores, and graduation rates were analyzed using 3 t tests. Data were also collected via interviews with 13 participants, including current and former teachers and several former students to determine the perceptions of those involved with the change. Findings from the quantitative analysis showed a significant difference in EOCT scores, demonstrating an improvement for the heterogeneous inclusion students, but not on course passing or graduation rates. The qualitative data were open coded and thematically analyzed and 6 themes emerged on how the heterogeneously-grouped classes benefitted inclusion students. Based on these findings, a 3 day professional development program for teachers was developed to assist local faculty in the construction of project-based and differentiated learning environments. This study contributes to social change by affecting the academic placement and academic success of inclusion students. Inclusion students' increased test scores could lead to increased passing rates, which could result in increased graduation rates.

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Kurt, Layla. "Evaluation of Professional School Counselor Led Interventions on Test Scores for Attachment, Engagement, and Empowerment with At-Risk Truant High School Students." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1336693701.

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Chan, Sum-yee Cynthia. "The impact of teacher appraisal by students on schooling : a case study /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034918.

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Lowenthal, Caroline (Caroline S. ). "Evaluation of sleepiness in space robotics task performance and discussing sleep with high school students in a museum." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/71274.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics; and, (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program, 2012. This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections. Cataloged from student submitted PDF version of thesis. Includes bibliographical references (p. 47-50). Sleepiness impacts performance in all aspects of life. This thesis addresses the impact of sleepiness on astronauts and adolescents in their everyday tasks. The first part describes the results of an experiment assessing the effect of sleepiness and workload on performance in simulated space telerobotics tasks. The second part describes the results of a forum discussion with high school students about school start time based on information about adolescent sleep biology and various stakeholder perspectives. Astronauts must maintain a high level of performance during space robotics operations, despite sleep schedules that hinder their cognitive function, response time, and attention. This study aimed to determine the usefulness of secondary tasks to assess sleepiness and workload during simulated space robotics performance. 13 naive subjects were trained to perform two types of robotics tasks and two types of secondary tasks measuring response time. Subjects completed two 2-hour robotics sessions, one at midday after approximately 4 hours awake, and one at night after 18 hours awake. Comparing 18 hours awake versus 4, Karolinska Sleepiness Scale scores increased by at least 2 points. Subjects maintained primary robotics task performance at the night session, but secondary task measures such as inverse response time showed significant changes, with moderate Hedges' g (0.35 to 0.74) effect sizes. For a passive monitoring of arm movement primary task, a simple response secondary task metric proved more sensitive to time awake than a two choice response secondary task, but the converse was found when the primary task involved track and capture manual control. Our visual secondary task was sensitive to changes in primary task workload and sleepiness. Secondary task workload measures are a potentially useful adjunct to primary task drowsiness metrics like PVT and deserve further investigation. In Part II, we hypothesized that informed high school students can make strong recommendations about school start time after learning about the biology of their sleep needs and participating in a discussion forum to consider various stakeholder perspectives. 26 high school students from Fenway High School participated in a forum at the Museum of Science. Before the forum, they completed a survey about their sleep habits. During the forum, they participated in a role play exercise, taking on the roles of parent, sleep researcher, administrator, student, and teacher and negotiating tradeoffs about school start time. In the post-forum survey, students showed learning about sleep and made good recommendations to share with their peers. They value sleep and think that getting enough sleep is important, yet by their self-reported actions they seem to value other activities more. "Part I of this research was supported by the NSBRI through NASA Contract NCC 9-58"--PDF p. 3 by Caroline Lowenthal. S.M.in Technology and Policy S.M.

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Au, Chung-park Raymond. "The development and evaluation of causal models of learned hopelessness for Hong Kong adolescent students /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22114580.

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Glazer, Matthew F. "A Mixed-Methods Study of the Suspension/Expulsion and Graduation Rates of Missouri Public High School Special Education Students." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249510.

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The researcher conducted a study focused on the suspension/expulsion and graduation rates of Missouri public high school special education students. The goal was to determine if these areas of focus influenced one another. Analysis occurred through the use of secondary data from the Missouri Department of Elementary and Secondary Education within the following school years: 2012-2013, 2013-2014, and 2014-2015. Additionally, public school personnel received online surveys via SurveyMonkey. The four hypotheses targeted the following: a difference between public high school special education students and graduation rates, the number of students with disabilities suspended/expelled, the graduation rates of non-suspended/expelled special education students, and the suspension/expulsion rates of special education students compared to general education students. Analysis revealed during all three school years studied, differences existed. This was especially important for hypothesis three which was about the graduation rates of non-suspended/expelled special education students to suspended/expelled special education students. Results proved to be significantly different. School personnel responded to four research survey questions. The first and second survey questions focused on the perceptions of staff and the suspension/expulsion rates of public high school students with and without disabilities. Survey question three asked staff who worked with students with disabilities what their viewpoints were about their graduation rates. The fourth survey question requested that public school employees write about interventions for high school special education students that would be more successful than suspension/expulsion. The last survey question asked public school personnel what the necessary supports were in order to be successful when working with special education students. The results revealed a range of staff perceptions. Staff responses included minimal concerns on the research topics to desiring the research topics become a major area of focus. As an outcome of all results, the researcher suggested conducting additional data analyses, both quantitative and qualitative, distributing surveys during a different or extended time period, and adding interviews to the process. The researcher believed additional information would provide greater insights on suspension/expulsion and graduation rates and help public school employees determine ways to decrease one, while increasing the other.

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Chung, Pui-han Echo. "Evaluation on the implementation of environmental education in home economics in Hong Kong : a case study /." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B4212864X.

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Herak, Patrick James. "Construction and Validation of an Instrument to Measure Problem-Solving Skills of Suburban High School Physical Science Students." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291233672.

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Ho, Wing-yan Glos, and 何詠茵. "Toward an Olympics-national identity model: astudy of the Beijing Olympics in Hong Kong and Macao." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43223850.

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Dissertations / Theses on the topic 'High school students – Macau – Evaluation'

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