Dissertations / Theses: 'Student academic achievement'

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Pamperien, Kelvin C. "Student academic achievement in middle level schools /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841357.

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Baize, Sheila J. "Student-athletes, academic achievement and self-esteem." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185044.

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The purpose of this study was to examine the relationship between high school interscholastic athletic team participation and self-esteem when considering three indexes of academic achievement. A self-report student survey was designed to elicit demographic and academic achievement information, including gender, ethnicity, grade point average, number of missed school days, and number of behavioral referrals during the last school year. Additionally, the Rosenberg (1965) Self-Esteem Scale and the Savin-Williams and Demo (1983) Self-Esteem Inventory were incorporated to measure levels of self-esteem. The sample included 477 seniors from two comprehensive high schools in southwest Arizona, evenly split across gender and athletic status (participant and non-participant). Analyses of the data indicated that both the Rosenberg and Savin-Williams self-esteem measures yielded similar results in that males scored significantly higher than females on the self-esteem measures, and that students participating in high school interscholastic athletics scored significantly higher than did non-participating students. In examining the data when considering the indexes of academic achievement, females, on average, have higher GPA's than males, and high school athletes have significantly higher GPA's than their non-participating peers. Results also reported that males miss fewer school days than females, and athletic participants miss significantly fewer school days than non-participants. Additionally, on average, males receive more behavioral referrals than females, and again, athletic participants scored significantly better than non-participants as they also receive fewer behavioral referrals. In knowing that self-esteem differences exist, additional analyses focused upon the indexes of academic achievement while controlling for these known self-esteem differences. Results indicated that when factoring out the self-esteem differences the same results were maintained. Students participating in high school athletics have higher self-esteem scores, maintain higher grade point average, miss fewer school days, and receive fewer behavioral referrals.

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Odom, Natalie M. "Elementary school student achievement an analysis of school size and student achievement /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002696.

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Diersen, Brett A. "Student-athlete or athlete-student." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005diersenb.pdf.

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Edwards, Nicole C. "School facilities and student achievement student perspectives on the connection between the urban learning environment and student motivation and performance /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164663224.

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Hildenbrand, Kasandra J. "An examination of college student athletes' academic achievement." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/138.

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Chapman, James B. M. S. "Professional Treatment of Teachers and Student Academic Achievement." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30444.

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The effect of a principal's leadership on school climate and instructional organization seems apparent to parents and teachers. However, there is little evidence that a principal's leadership has a direct measurable effect on student achievement. Maehr's (1990) causal model, that ties school culture to student motivation and student motivation to student achievement, and Heck's (1990) structural equation model, that relates instructional leadership to student achievement, were the basis for posing relationships among professional treatment of teachers, school climate, instructional organization, and student achievement. A professional treatment index, derived from highly correlated school climate variables, was used to separate elementary schools in Virginia Beach, Virginia, into four groups. Analysis of variance, followed by Duncan's new multiple range test, indicated that the academic achievement of students was significantly higher in the schools where teachers recorded the highest levels of professional treatment than in schools where teachers recorded the lowest levels of professional treatment for three of the four years studied. Focus-group interviews at schools recording high levels of professional treatment enabled teachers to describe how their principals treated them. Key attributes of treatment were trust and confidence, a comfortable and caring environment, professional and personal respect, delegation of decision making, no fear of taking risks, listening, support, high expectations, and encouragement and praise. By emulating the attributes described as professional treatment by teachers, principals may influence student academic achievement.
Ed. D.

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Zamudio, Guillermo Villalobos. "Student mobility: The relationship between student population stability and academic achievement." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290095.

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With a representative sample of 487 elementary schools serving 3 rd grade and 490 elementary schools serving 5th grade in Arizona, this study examined the relationship between student mobility and student academic achievement. Controlling for student family background and school characteristics, multiple regression analysis revealed a statistically significant negative relationship between mobility and academic achievement for math, reading and language in 3rd and 5th grade. This negative effect was pronounced for high SES schools. For all regression analyses performed, a key finding was that much of the variation in standardized test scores for math, reading and language in both 3rd and 5th was consistently explained by mobility, ethnicity and socioeconomic status. Separate analyses were conducted for low SES, middle SES, and high SES schools. A comparison of the means reveals a stark reality. Low SES students in Arizona have higher mobility rates, are more likely to be Hispanic or other minority ethnicity, are poor, and are taught by teachers with less experience and education compared to high SES students. However, regression results show that mobility was not significantly related to academic achievement for low SES students; rather an unexpected consistent statistically significant negative effect on achievement was observed across all subject areas for 3rd and 5 th grade for high SES students.

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Wing, Michael D. "Student Transfer: The Effect of Timing on Academic Achievement." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/WingMD2008.pdf.

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Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

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The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.

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Huang, John. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kong fifth form students." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035413.

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Zickar, Justin Michael. "The Effect of Veteran Student Support Services on Veteran Students' Academic Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7102.

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Since the introduction of the Post-9/11 G.I. Bill, veteran student support services have expanded in higher education in response to the growing veteran student population and to improve the academic achievement of veteran students. The problem addressed in this study was a lack of knowledge regarding the effect of veteran students' participation in veteran student support services on veterans' academic achievement at selected colleges in Maryland. Using a theoretical foundation of Pascarella and Terenzini's within-college framework, the research question examined the effects of veteran students' participation in veteran student support services on their academic achievement as measured by their grade point average. A quantitative causal-comparative design and a veteran student sample of N = 128 were used to determine if veteran student support services affect veteran students' academic achievement. Archival data from 2 higher education institutions in the state of Maryland were collected for this study. Results of a one-way ANOVA showed no significant difference in the academic achievement of veteran students who participated and who did not participate in veteran student support services. The findings from this study may lead to positive social change for veteran students in the state of Maryland and across the United States by providing an empirical basis for the need for improvements of veteran students support services in higher education.

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Branch, Joy Joiner Zugazaga Carole B. "Factors associated with the Black and White student achievement gap an exploratory study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/BRANCH_JOY_35.pdf.

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Häkkinen, Iida. "Essays on School Resources, Academic Achievement and Student Employment." Doctoral thesis, Uppsala University, Department of Economics, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4532.

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Essay 1 (with Tanja Kirjavainen and Roope Uusitalo) analyzes the effects of changes in school spending on changes in student performance. We use a large sample of matriculation examination scores of Finnish senior secondary school students from the years 1990–1998. We estimate fixed-effect panel data models that use the dramatic changes in the school spending caused by the 1990s' recession as identifying variation. According to the results, changes in teaching expenditure did not have a significant effect on the test scores. The grade point average in comprehensive school and the parents’ education are the strongest explanatory variables for student achievement.

Essay 2 examines which factors predict academic performance at university and compares the predictive values of subject-related entrance exams and indicators of past school performance. The results show that a large fraction of students would be admitted whether the admission was based on entrance exams, past performance or a combination of these, which is the current system. In the fields of engineering, social sciences and sport sciences entrance exams predict both graduation and the number of study credits after four years better than past school performance. In education past school performance is a better predictor of graduation. Changing the admission rule to school grades would affect the average student performance negatively in engineering and social sciences but positively in education. Using only entrance exams would not signifi-cantly change the average student performance in any field.

Essay 3 (with Roope Uusitalo) evaluates the changes in the times-to-degree at the Finnish universities in the 1990s. In particular, the study evaluates the effect of the 1992 student aid reform that was intended to shorten the duration of university studies. We find that the student aid reform had only a modest effect, and that this effect was limited to the fields with long median durations. Most of the decline in the observed times-to-degree can be explained by an increase in the unemployment rate that reduced student employment opportunities.

Essay 4 examines how university students' employment decisions affect their labor market success after graduation. The study is based on individual level panel data of Finnish university students from the years 1987–1998. The OLS estimates show that in-school work experience is associated with higher earnings and employment after graduation. Local unemployment rate during enrollment is used as an instrument for endogenous work experience acquisition. Comparing graduates with equal times-to-degree, the IV estimates show that work experience increases earnings considerably one year after graduation. The effect is smaller and statistically insignificant in later years. Taking into account that working usually leads to longer times-to-degree, IV estimates show no significant returns to student employment.

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Thomas, David Anthony Education Faculty of Arts &amp Social Sciences UNSW. "What attributions do teachers ascribe to student academic achievement?" Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/42783.

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This study seeks to provide empirical evidence regarding teacher attributions of achievement for gifted students and those students not considered gifted. An examination is made of the extent to which teachers hold an entity or incremental theory of intelligence. It is also considered that the entity view of intelligence may be varied to come into line with the incremental approach. Concurrently, teacher attributions are examined to determine if there is a relationship between attributions for achievement and the gender of the student and teacher, the length of teaching experience, and the major subject area taught. The teachers?? attributions of achievement in four separate disciplines (English, Mathematics, Science and HSIE) are examined to determine if a difference exists amongst teachers in these four disciplines with reference to the attribution of achievement. This study investigates the possibility that teachers?? concern for their own self-interest to some extent influences their attributions of student achievement. The respondents are more than 200 high school teachers in the Association of Heads of Independent Schools of Australia (AHISA), New South Wales Chapter, who completed three questionnaires, each comprising 20 questions. Questionnaire 1 sought to discover high school teachers?? general views of intelligence, while Questionnaires 2 and 3 considered the attributions made by teachers for student academic achievement (among the gifted and those not identified as gifted respectively). This study finds that teachers are more likely to see effort as the major indicator of student academic achievement. As well, teachers attribute male student success to ability and failure to lack of effort, and female student success to effort and failure to a lack of ability. Female teachers are more likely to consider that student achievement is more due to effort than are the male teachers and it is found that teachers across the four major subject areas are more likely to hold an incremental view of intelligence and will thus focus upon a learning approach to education rather than to a performance approach. The findings of this study provide a greater understanding of the attributional influences that affect the achievement levels of gifted students and students not considered gifted, and may have significant implications for educational practices in schools.

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Liew, Hui. "ETHNICITY AND ACADEMIC ACHIEVEMENT BY MALAYSIAN EIGHT-GRADE STUDENT." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06222009-100839/.

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Malaysias preferential policies have reduced the educational attainment gap between ethnic groups. However, we know less about their effects on ethnic differences in academic achievement. With this point in mind, the overall goal of this study is to examine inter-ethnic differences in mathematics and science achievement based on the cohort of eighth grade (Form 2) Malaysian students who participated in the Third International Mathematics and Sciences Study Repeat Project (TIMMS-R). It sought to determine the extent to which theoretical propositions of the structural and cultural perspectives developed to explain achievement differences in the United States are applicable in Malaysia. Malaysia is an interesting setting for the purpose of the present study for three reasons. First, the interethnic differences in educational outcomes were historically linked to occupational structure and class-and ethnicity-based residential segregation during the Brisish colonial rule. Second, Malaysia is one of the few countries (i.e. Fiji, Nigeria, Sri Lanka, Uganda, India, and New Zealand) that have strong public policies to rectify the historical ethnic inequalities in access to education. However, the difference between Malaysia and these countries seems to be in the relative status of the formerly disadvantaged ethnic group in question. Finally, as a new member of the New Industrialized Countries (NICs), Malaysia is in the process of making the transition from an agricultural economy to an indutrialized nation. As such, the importance of mathematics and science education increases along with socioeconomic and technological advance and the discrepancies in mathematics and science achievement can have important implications on socioeconomic disparity among ethnic groups. The primary contribution of this dissertation is that it holistically examines how individual, family and school characteristics affect mathematics and science achievement of the eighth graders in Malaysia. The multilevel modeling analyses showed that Non-Malay students performed significantly better in mathematics achievement than Malay students, even after controlling for family and school characteristics as well as students perceived importance of mathematics and educational expectations. Overall, the results suggest that the structural and cultural perspectives work differently for Malay and Non-Malay students.

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Häkkinen, Iida. "Essays on school resources, academic achievement and student employment /." Uppsala : Dept. of Economics [Nationalekonomiska institutionen], Uppsala universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4532.

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LeBrun-Martin, Cassandra. "The role of parental involvement in student academic achievement." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6824.

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Education is one of the most influential and important factors of a child's life. One approach to helping children academically succeed is to increase parental involvement in student's education. The purpose of this study is to examine the relationship between parental involvement and student academic achievement. The study also looks at the influence of family structure, socioeconomic status, and student's sex and race on academic achievement. Secondary data from the Educational Longitudinal Study (ELS) of 2002 is utilized for analysis. When looking at the total variance, the SES model segment had the greatest impact on student achievement, while the parental involvement model segment had the second greatest impact. However, when investigating unique variance, the SES segment accounted for 41%, while the parental involvement model segment accounted for 43% of the unique variance in standardized test composite scores. In conclusion, SES and parental involvement are important factors that influence student academic achievement.
Thesis (M.A.)--Wichita State University, Fairmount College of Liberal Arts and Sciences, Dept. of Sociology

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Jacobs, Sylvie Fontaine. "The effect of Student Response System on student academic achievement in mathematics." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572916.

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Too often, low socioeconomic school districts are associated with low performing students. The NCLB Act of 2001 dictates closure of the achievement gap by year 2014. Twenty-first century education must include instructional practices that use technology to enhance student learning. The non-experimental quantitative causal-comparative research study examined archival data from a Northwestern Arizona school district which included two dependent variables—the spring AIMS assessment and the spring ATI assessment. The statistical analysis used descriptive statistics to determine the effect of SRS on student academic achievement in mathematics. The data derived from 7th and 8th grade students to examine the ratio of the students’ scores in the highest category named Above, that included students’ scores which performed in the higher performance scale ranges on both assessments comparing the ratio of students’ scores in the Below category, that included students’ scores which performed in the lowest performance ranges on both assessments. Since the school district did not purchase the SRS technology until the 2010-2011 school year, the archival data from 2010 spring tests when students did not utilize SRS in the classroom was compared to the archival data from 2011 spring tests when students utilized SRS in the classroom environment. The data was compared horizontally from one year to the other: 7th grade to 7th grade and 8th grade to 8th grade on each test. In addition, the data was compared vertically from one year to the other: 7th grade to 8th grade on each test. The results of the research study can be used and replicated to help close the achievement gap.

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Pickering, Sarah Kelley. "Factors Influencing Student Achievement in Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331552/.

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This study examines the relationships among student socioeconomic status, school district enrollment, minority enrollment, district expenditure per pupil, and the teaching experience of faculty as these variables influence the achievement scores of secondary students in Texas. Data from a total of 1,061 Texas school districts were used to determine the effects of the indicated district-level predictor variables on three criterion variables: reading, mathematics, and writing scores for the 11th-grade Texas Education Assessment of Minimum Skills (TEAMS). The study led to the following conclusions: 1. Low socioeconomic status of students in Texas, as in the rest of the United States, insures that test scores will be lower if all other variables are held constant. 2. Large minority populations are strong predictors of low test scores, especially in mathematics and reading. 3. Students in districts whose faculty had a high average of years of teaching experience also scored high in achievement tests, especially in mathematics and writing. 4. High average district expenditure per pupil predicts high test scores, especially in reading. 5. School district size or enrollment has low predictive value of test scores. Among several specific recommendations, this study advises that further study be done concerning the most effective ways to educate minority and socioeconomically disadvantaged student populations. The study also recommends that better ways be found to retain experienced teachers in the classroom, including monetary compensation, extra allowances for staff development, and additional resources. The study cautions against simply adding money to a district's budget to increase student achievement scores, asserting that districts should make thorough studies before higher expenditures per pupil are alone used to increase test scores.

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Smith, Victoria Lynn. "The Influences of a Mariachi Education on Student Perceptions of Academic Achievement, Academic Attainment, and Student Engagement." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3140.

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The purpose of this research study is to examine the influences of mariachi education on student perceptions of their academic achievement, academic attainment, and student engagement. The study involved students attending schools in California, Oregon, and Texas with mariachi programs that consented to be a part of the study, whose districts approved their participation. The students were approached to participate in this study, as they are a part of their school’s mariachi program in middle or high school throughout the Western half of the United States. A convergent parallel (mixed-methods) design and descriptive statistical analyses were used to investigate the influence of mariachi education on student perceptions of their academic achievement, academic attainment and student engagement. Within each strand, the three short-answer questions were analyzed for emergent themes. Within this study, the results and their implications will be beneficial for both mariachi educators and music administrators as they begin to build a foundation of evidence as to the influences of mariachi education as they relate to the academic achievement, academic attainment, and engagement of students. Influenced by their experience, fifty percent of participants identified mariachi as having a positive influence on their other classes, with almost another fifty percent acknowledging mariachi’s influence on their grades. Additionally, the largest portion of respondents indicated mariachi influenced them to pursue music after high school, with almost ninety percent stating they will be graduating from high school; an increase of seventeen percent over the national average for Latinx students. Eighty-two percent of students indicated that mariachi helps them connect more with their friends, while over seventy-one percent of respondents stating that mariachi helps them connect with their family. Finally, the largest portion of participants (96.1%) indicated that mariachi enables them to express pride in being Latinx. The study also provides a foundation for researchers who wish to continue to study the influences of mariachi education on academic achievement and attainment, as well as student engagement. Through a future doctoral dissertation, the researcher herself plans on further studying via statistical examination, influences of mariachi education on students, in comparison to students not involved in mariachi, with a focus on Latinx students.

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Downs, Benjamin iii. "Academic concept, Social concept and Academic achievement among selected African American student athletes." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/3388.

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The objective of this study was to determine if a relationship exists between the independent variables academic concept, social concept, and high school sports participation and the dependent variable academic achievement for African-American male teens between the ages of 14 and 19 who participated in high school sports. Sixty three student athletes attending a suburban Georgia high school participated in the study. A non-experimental, quantitative, correlation design was utilized. A statistically significant relationship between the following variables was found: high school sports participation and academic achievement; academic concept and academic achievement; academic concept and social concept. There was no statistically significant relationship found between the following variables: academic achievement and social concept; high school sports participation and academic concept; and high school sports and social concept.

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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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Hogan, Robert P. "Declines in student achievement in science-- implications for public education." Doctoral diss., University of Central Florida, 1990. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/12486.

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University of Central Florida College of Education Thesis
During the 1960s and 1970s, major innovative science curricula were introduced into public schools in the United States, and federal funds were used to improve the quality of science teachers. Nevertheless, student achievement in science has generally declined since 1963. This research focused on changes in four of the key variables related to science achievement--teachers, students, curricula, and school goals. The research examined (a) meta-analyses of the effectiveness of the innovative science curricula on student achievement, (b) research on changes in teacher and student characteristics during the last 30 years, (c) educational literature on changes in the goals of public education during this same period, and (d) changes in student achievement. The results of this research suggest that the recent declines in science achievement are related to changes in student motivation, school goals, and school autonomy. The data indicate that contrary to the claims of some recent education commission reports, teachers and curricula have improved steadily over the last three decades. The conclusions developed from this research suggest that a number of the current educational reforms such as teacher competency testing, merit pay, curricular reform, student competency testing, and year-round schools should have little positive effect on student achievement. The research also suggests that parental involvement in education could have a negative influence on science achievement. The findings do suggest that schools of choice, corporate educational partnerships, and teacher empowerment could significantly improve student science achievement.
Ed.D.
Education
Education
Curriculum and Instruction (Science)
194 p.
x, 194 leaves, bound : ill. ; 28 cm.

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Dyke, Kimberly R. "Academic Achievement of Elementary Students: A Comparison Study of Student Athletes Versus Nonathletes." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1142.

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The place of sports in academic institutions has been analyzed at length for several years. However most studies focus on the participation of high school and university students in school sports. Very little research exists to suggest a positive or negative correlation between academic achievement and participation in interscholastic sports at the elementary level. As a result the relationship between academic performance and participation in school sports among elementary students in grades 4 and 5 was investigated in this study. Through an independent-samples t test analysis of 1,605 fourth and fifth grade boys and girls, it was determined that students who participated in school sports were likely to have higher standardized test scores in both reading and math as measured by the Tennessee Comprehensive Assessment Program. This was true of both male and female students. Additionally students of African-American, Asian, and Latino ethnicity who participated in interscholastic athletics also performed significantly higher on standardized tests than did their peers who did not participate in school sports. However it was determined that no significant relationship existed between participation in school sports and attendance at the elementary level. The results of this study suggest that there exists a positive relationship between interscholastic sports participation and academic achievement.

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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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Wheelhouse, Patricia A. "A survey of minority student participation in music programs of the Minority Student Achievement Network /." Digitized version, 2009. http://hdl.handle.net/1802/11074.

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Thesis (Ph. D)--University of Rochester, 2009.
Includes abstract and vita. Includes bibliographical references. Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/11074

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Foot, Jeffery Richard Messner Phillip Eugene Piveral Joyce. "Exploring international student academic engagement using the NSSE framework." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6186.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Joyce Piveral and Dr. Phillip Messner Vita. Includes bibliographical references.

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Mahoe, Rochelle A. "A multilevel analysis of student persistence in high school." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765033461&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233163560&clientId=23440.

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O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

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Miller, Brandi M. "The Impact of Individual Teaching Syles on Student Academic Achievement." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1154992170.

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Parker, Lydia Romelle Bigby. "The relationship between teachers' collegial interactions and student academic achievement /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Sullivan, Anne Klare. "The effect of group counseling on academic achievement and achievement motivation of alternative high school students." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618760.

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This study compared the effectiveness of two structured small-group counseling techniques, Peer Counseling and Achievement Motivation Training, on the school attendance and academic achievement of underachieving alternative high school students. It also investigated whether participation in daily counseling sessions over a six-week period positively effected measures of self-concept, locus of control, and tendency to achieve.;Experimental subjects were 81 high school students in grades nine through twelve in a public open alternative high school. Subjects were students who had passed fewer than 75 percent of their classes during the marking period preceding the study.;Subjects were assigned randomly to one of four treatment groups: Achievement Motivation Training (AMT), Peer Counseling Training (PC), Attention Placebo control, and No-Treatment control. The AMT group participated in a structured training program designed to facilitate behaviors characteristic of high achievers.;The PC group participated in a structured program in human relations training designed to develop communication skills. The Attention Placebo group engaged in unstructured group discussions, while the No-Treatment control group pursued the normal Groups met daily for fifty minutes for six weeks.;Academic grade point averages and percentage of classes attended were calculated pre- and post-treatment for all subjects. The Tennessee Self Concept Scale, Rotter's I-E Scale, and Mehrabian and Bank's Measure of Achieving Tendency were also administered pre- and post-treatment. It was hypothesized that students participating in the AMT group would show greater increase in achievement motivation and movement toward internal locus of control than those participating in the PC group or control groups. It was also hypothesized that students participating in AMT and PC groups would show greater increase in self-esteem, and greater improvement in attendance and achievement than control group subjects.;Data analysis did not support any of the experimental hypotheses. All groups, experimental and control, showed significant improvement in grade point average subsequent to the experimental treatment period.;It was concluded that neither experimental treatment significantly effected the academic achievement, class attendance, achievement motivation, locus of control, or self-concept for this population. Several possible reasons were discussed for the failure to obtain the hypothesized results.

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Strand, Jon E. "The relationship between children's at-home activity involvement and academic achievement." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005strandj.pdf.

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Torian, Janie Mae Sheely Johnson. "Virtual learning is it conducive to student achievement? /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Matthews, Catherine E. "Socio-economic status, student perceptions and college readiness." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/c_matthews_112508.pdf.

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Thesis (Ed. D.)--Washington State University, December 2008.
Title from PDF title page (viewed on Apr. 17, 2009). "Department of Educational Leadership and Counseling Psychology." Includes bibliographical references (p. 163-169).

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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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Newman, Donna M. "The impact of downsizing on student achievement as reported in the academic excellence indicator system in North East Independent School District in San Antonio, Texas." Texas A&M University, 2007. http://hdl.handle.net/1969.1/85820.

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This study determined the impact of downsizing on student achievement as reported in the AEIS database for the 10 downsized elementary schools in North East Independent School District (NEISD). Ten existing elementary schools lost students and teachers to four new schools that opened in 2005. Conclusions have been made regarding the impact of downsizing at these ten existing feeder schools on student achievement. The population of this study were students enrolled in third, fourth, and fifth grades at the ten downsized elementary campuses. Research questions were analyzed using an Independent Sample t test and the Pearson Product Moment Correlations to examine whether there was a significant difference between the variables and student achievement and correlations between student achievement and changes in teacher demographics. Based on the findings of this study, the following recommendations are provided: 1. Total tested student population and White subpopulation TAKS scores returned statistically significant improvement at the ten elementary campuses in the area of reading "met standards" after downsizing. 2. The Hispanic subpopulation returned statistically significant improvement in the area of reading "commended performance" after downsizing. 3. The overall tested student population and the Hispanic subpopulation returned statistically significant in the area of mathematics "met standards" after downsizing. 4. The overall tested student population and the Hispanic and White subpopulations returned statistically significant improvement in the area of mathematics "commended performance" after downsizing. 5. The African American subpopulation was the only population in this study whose student achievement mean declined from 2005 to 2006 in the areas of reading "met standards" and mathematics "commended performance." 6. The African American subpopulation was the only population in this study to show a significant negative correlation between teacher years of experience and student achievement in "commended performance" for reading and mathematics prior to downsizing.

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Eddy, Lisa. "THE EFFECT OF STUDENT MOBILITY ON STUDENT ACHIEVEMENT." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/177.

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Student mobility and its relationship to academic success have been researched since World War II with varied findings (Goebel, 1978). Establishing the relationship between mobility and achievement is difficult due to the fact that mobility is related to many factors. Mobility has been found to be prevalent among students who traditionally demonstrate achievement gaps (specifically students of low-income status) (Long, 1992; Smith, Fien & Paine, 2008). Mobility’s relationship to achievement is complex. Led by a single definition of mobility, admittance to more than one school in the given district over the period of one academic year, this research study sought to determine the effect of mobility on academic achievement. Specifically, the research focused on mobility’s effect on students classified as low-income and the effect of school mobility level on academic achievement of its students. This study used a quantitative design; student records were obtained for mobility data, and criterion referenced test scores in mathematics and language arts were utilized to measure academic achievement. Findings revealed that mobile students performed below non-mobile students, low-income status affected mobile students negatively, and mobility level of the school attended had a negative effect on the academic achievement of its students.

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LoPresti, Nancy Olivia. "A Freshman Academy's Influence on Student Connectivity, Attendance, and Academic Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4073.

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A Freshman Academy's Influence on Student Connectivity, Attendance, and Academic Achievement by Nancy O. LoPresti MA, Montclair State University 2005 MAT, Marygrove College, 2002 BA, Kean University 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2017

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Worley, Catherine Lynn. "At-Risk Students and Academic Achievement: The Relationship Between Certain Selected Factors and Academic Success." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28037.

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This research study examines the relationship between academic achievement and at-risk students. Many issues today affect the achievement gap and the ability for at-risk students to succeed. Most data, as revealed in the studies included in this review, conclude the factors identifying at-risk students do have significant impact on the academic achievement of individual students and schools. Most often, these students are not successful and eventually drop out of school or pursue a GED. Data indicate that teacher-student relationships, parent or caregiver-student relationships, motivation, SES (socioeconomic status), and peer influence can affect success for at- risk students. Twelfth grade students from two high schools in an urban school district were given the opportunity to participate in a survey. This study investigates correlations between the dependent variable grade point average (GPA), and the independent variables teacher-student relationships, parent or caregiver-student relationships, motivation, SES, and peer influence. Five regressions were run to determine if any of the independent variables predict GPA. Data from this study indicate that the variance between the dependent variable of GPA and each of the five independent variables is significant; however the practicality of these resultsâ having a significant influence on the GPA of the study participants is minimal. The strongest variance found was between GPA and motivation and between GPA and peer influence. Other findings include a relationship between GPA and participation in sports or activities. As GPA increases, the percentage of students participating in sports and activities increased. The students in this study do have positive relationships with their teachers; have a parent or caregiver encouraging them to do well in school; and plan to attend college.
Ed. D.

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Cash, Carol Scott. "Building condition and student achievement and behavior /." This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-10052007-143026/.

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Hackett, Julie. "Exploring the Links among Professional Development, Teacher Performance, and Student Achievement: A Case Study." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/HackettJ2005.pdf.

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Sowid, Sarah. "The Connection Between School Culture and Academic Performance." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566.

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This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The study was conducted in southern Malmö at an elementary school where 9th graders were given the opportunity to participate. Nine students answered a survey anonymously which I then analyzed using identity theory. My conclusions indicate that school culture does play a part in affecting students’ performance. The findings suggest that high performing students more strongly identify academically than low performing students. Finally, this research indicates that more studies on the topic need to be done. I hope this study contributes to a broader interest in how schools can create a culture where students become more motivated and performs better academically. Possible areas to further investigate would be how low performing students are included by schools and what actions schools take, or could take, to create an academic culture for all students.

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Scott, Judith. "Perceptions of low SES, high academic achievement Vietnamese middle grades students of factors that have contributed to their school achievement." ScholarWorks@UNO, 2005. http://louisdl.louislibraries.org/u?/NOD,248.

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Thesis (Ph. D.)--University of New Orleans, 2005.
Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of in the Department of Special Education and Habilitative Services"--Dissertation t.p. Vita. Includes bibliographical references.

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Johnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Pritchett, Christopher Glenn. "Perceptions of Alabama school personnel of research-based instructional strategies to improve student achievement /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Freeman, Carissa. "Teacher efficacy and its impact on student achievement." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/CFreeman2008.pdf.

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Carman, Wendy Ann. "The effectiveness of a discipline plan on student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Furbush, Mary M. "Analyzing and reporting high school transcript and academic achievement data." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 6.87 Mb., 124 p, 2006. http://proquest.umi.com/pqdlink?did=1176542701&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Dissertations / Theses on the topic 'Student academic achievement'

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