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Dissertation student achievement

Some features of this site may not work without it. The effect of teacher quality on student achievement in urban schools : a multilevel analysis. Author Kim, Su-Yun. Metadata Show full item record. The increasing demand for highly qualified teachers has led to a shortage of qualified teachers. In the United States, however, an uneven distribution of high quality teachers exists.

This work focuses on three research questions: 1 whether hands-on science is positively related to student achievement as measured by standardized test scores using both multiple choice and performance tests, 2 whether this relationship is stronger when using performance tests, and 3 whether this relationship differs by student ability. The author applies regression analysis to two data sources. The primary data set is the RAND Survey of african american males student achievement dissertation grade students and their teachers in Southern California, which includes multiple-choice and performance test scores.

The purpose of this case study was to explore the perspectives of teachers on social promotion, grade retention, and how to improve achievement in grades 3 through 5. Tomlinson's differentiated instruction was used as the conceptual framework.

African american males student achievement dissertation

Privacy Copyright. Skip to main content UKnowledge. One interesting finding from the study concerns whether the student or the parent was reporting on rules in the home rules on homework, GPA, chores, TV, friends, etc. That is, if the child perceives that parents have rules about doing chores, watching television, and going out with friends, there is a positive relationship to achievement.

However, if the parent reports having rules in the home-such as maintaining grade average, doing homework, and being responsible for certain household chores -there is a negative relationship on math achievement. Similarly, there is an opposite relationship involving the variable talking about school. Desimone [ 9 ] further examined the data in terms of ethnicity and reported some interesting patterns of predictor variables.

For example, the variable talk with father about school showed a positive relationship to math achievement for Asian children, a negative relationship for Black and Hispanic students, and no significant relationship for White students.

The variable rules on homeworkchoresTVand so forth was positively related to math achievement if reported by Asian children and negatively associated with math achievement if reported by White parents. Research websites fourth large-scale study that reported a positive relationship between PI and academic achievement was conducted by Keith et al. This widely cited structural analysis study attempts to establish causal relationships using a sample of about 22, 8th grade students.

This study uses the technique of structural equation modeling SEMwhich entails defining a causal model to which the data are fitted. Figure 3 shows these four variables and example topics from the NELS: 88 survey.

Results showed that these four variables are not significantly correlated to one another, and thus PI is multidimensional.

In fact, when the structure and participation variables were removed and other variables added e. The student achievement variable on the right of Figure 4 was derived from scores from short standardized tests of reading, math, science, and social studies history, citizenship, and geographydeveloped for NELS university of maryland application essay Educational Testing Service ETS.

However, Keith et al. Additionally, Keith et african american males student achievement dissertation. While White and Asian students showed generally higher achievement than Black, Hispanic, and Native American students, what is interesting is that parents of Ethnicity 0 reported more PI than parents of Ethnicity 1 shown by the inverse relation between ethnicity and PI.

Finally, the data for family socioeconomic status SES, reflected by the family background variable showed that higher SES was associated with higher student achievement. Our fifth large-scale study, conducted by Chen [ 8 ], was similarly a structural analysis investigating students in different grade levels i.

Data were collected through questionnaires administered to Hong Kong students in the three grade levels. Structural equation modeling SEM analysis revealed interesting findings regarding parental support. The first finding showed that the indirect relationship of the students' perceived PI to academic achievement was mediated by perceived academic engagement. This finding, however, was significant only for 9th grade students.

The second finding revealed that perceived PI was directly and negatively related to academic achievement for all grade levels achievement dissertation motivation student statistically significant only for the 10th grade students. In short, a perceived PI appears to predict academic achievement, and b higher levels of perceived PI are associated with lower levels of achievement, especially for 10th graders in Hong Kong.

In our final large-scale study, Sui-Chu and Willms [ 2 ] computed regression and factor analyses to predict mathematics achievement using PI factors i. All of the variables were significant at the level except for the nonsignificant effects of a number achievement dissertation motivation student parents in the home, and b home supervision e.

Of the PI factors, the largest predictor of mathematics achievement is again the degree to which parents and their children talk about school i. After reviewing the PI literature, it is worth noting some of the main limitations of PI research in conjunction with their possible ramifications.

These include the following: i Use of nonexperimental design leads to the inability to distinguish between correlation and causation. One observation from reviewing this literature concerns the need to be cautious about interpreting correlational data. For instance, we saw earlier that the variable parents checking homework is often negatively associated with student academic achievement. This is likely because parents tend to check homework more vigilantly when there are academic problems, making PI in the form of homework checking an effect rather than a cause of academic achievement.

Further, actually doing homework by the child has been shown to be positively associated with academic achievement [ 11 ]. In addition, there may be other mediating factors relating to PI effects on student achievement that have not yet been adequately researched.

For example, as part of their research and analysis using structural modeling, Keith et al.

Home - Leadership for Improved Student Achievement - LibGuides at Northcentral University

As shown in Figure 5PI is characterized as exerting its effect on student achievement via the mediating variable of homework, where more PI is associated with doing more homework, which in turn is associated with higher achievement.

Also, according to this model, doing more homework is associated with less TV viewing. The literature we reviewed has paid little attention to possible interactions among classes of important variables. In addition, most of the studies show that PI and its probable influence on achievement declines as children progress through school [ 540 ]. There are several possible reasons for this decline: a middle and high schools become more complex, with more demanding curricula that can intimidate parents; b there are fewer school outreach efforts to involve parents in the secondary school years; c parents may exert progressively less influence over their adolescent children as they become more independent [ 8374344 ].

However, parental decisions may be influenced by such programs. It is the assertion of Becker and Tomes that distortions in parental behavior time allocation may be one of the reasons that compensatory education fails to improve student achievement. In short, parents reduce their own effort when school services schooling is increased. However, dissertation student achievement parental responses are ambiguous; parental effort can increase or decrease in response to increased schooling.Succeed Today.

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Student Achievement Using the PYP Program

Thank you very much! Pages: 2. Want to make your first order? Can Gun Control Help to Reduce the rime? We congratulate you dissertation student achievement and expenditure on this excellent choice.

Referencing also shows that the sources you have used are reliable and relevant, otherwise the research you do will not be as reliable. Every Word in Its Right Place Hitting your word count or getting the correct solution is only half the job. The Essay Rubric for the Project Evaluation All information about the notion of the dissertation student achievement and expenditure essay rubric you can find here. Read more. World's leading online essay writing service.

The conceptual framework for this investigation was based upon recent state legislative action intended to improve the quality of Connecticut's public schools. In focusing in large measure on the financial aspects of legislative efforts as they related to newly implemented student performance measures in achievement dissertation motivation student state, this study attempted to determine the potential effects of recent reform initiatives on educational productivity in Connecticut.

Achievement dissertation motivation student

Academic achievement was measured by means of the cumulative district averages of eighth grade student performance on the mathematics and language arts components of the October Connecticut Mastery Test.

Twelve hypotheses were analyzed to determine the extent of the relationship between each independent variable and the dependent student performance variables using the Pearson Product Moment Correlation Coefficient technique. The relationships between academic achievement and the educational input variables were found to be statistically significant in all but two instances: per pupil expenditure levels for pupil support services and mean teacher salary levels.

International Journal of Educational Leadership Preparation6 2.

"Transformational Leadership and Student Achievement: A Case Study of C" by Chris Flieger

dissertation on student achievement Diaz, V. Relationships between size, socioeconomics, expenditures, and student achievement in washington. The Rural Educator29 3 Eggers, W. Driving more money into the classrooms: The promise of shared services.

Field, A. Discovering achievement dissertation motivation student using SPSS introducing statistical methods. Thousand Oaks, CA: Sage. Felipe, J. A theory of production- the estimation of the cobb-douglas function: a retrospective view. Eastern Economic Journal31 3 Gamoran, A. Equality of Educational Psychology essay writing A year retrospective. Hanushek, E. The impact of differential expenditures on school performance.

Educational Researcher18 4 Hedges, L. An exchange: Part I: Does money matter? A meta-analysis of studies of the effects of differential school inputs on student outcomes. Educational Researcher23 3 Helvey, J. Academic excellence and instructional expenditures in Texas. Houck, E. Examining school district efficiency in georgia. Journal of Education Finance35 4 Jacques, C. Relationship between types of school district expenditures and student performance.

Applied Economics Letters9 15 Jaggia, S. Assessing performance spending and learning in Texas public schools. Jimenez-Castellanos, O. Relationship between educational resources and school achievement: a mixed method intra-district analysis. Urban Review42 4 Johnson, B. Educational research: Quantitative, qualitative, and mixed approaches 3rd ed.

There are 42 public high schools included in this study. The research design was quantitative, ex post facto. Five variables were quantified: achievement i. Findings indicate that there was no significant correlation found between spending and achievement, significant negative correlation between effort and achievement, significant positive correlation between wealth and achievement, and significant negative correlation found between wealth and effort.

Also there were significant differences found between all demographic areas urban, urban ring and suburban communities with regard to achievement. In multiple regression of achievement within the aforementioned variables, demographics explained most of the variance and wealth and in the case of mathematics, also spending explained the remainder.


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