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A Comparative Study On The Impact Of Junior High School Transition Programs On Student Performance
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Book Synopsis A Comparative Study on the Impact of Junior High School Transition Programs on Student Performance by : Mitchell Christiansen
Download or read book A Comparative Study on the Impact of Junior High School Transition Programs on Student Performance written by Mitchell Christiansen and published by . This book was released on 2010 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Summer School Transition Program and Grade Level on Seventh, Eighth, and Ninth Grade Students' Grades, Attendance, and Behavior by : Katie Smith
Download or read book Effects of Summer School Transition Program and Grade Level on Seventh, Eighth, and Ninth Grade Students' Grades, Attendance, and Behavior written by Katie Smith and published by . This book was released on 2012 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This causal-comparative study sought to identify the effects of attending a summer school transition program and students' grade levels (seventh v. eighth v. ninth) on students' grades (based on course failures), attendance (based on students' absences), and behavior (based on number of behavioral office referrals). The students who participated in this study were identified as at-risk during one of three educational transitions: from elementary school to middle school, between seventh and eighth grade in the middle school, and from middle school to high school. As part of their elementary school to middle school, intra-middle school, or middle school to high school transition program, students in the treatment group participated in a three-week summer program with academic classes in math, reading, and science, which their upcoming grade-level teacher taught. The goals of the summer transition program include familiarizing students with new academic structures and teacher expectations as well as previewing curriculum material for the upcoming school year. In order to compare the groups' data, the researcher used the chi-square analysis. While there was no change in students' grades or behavior related to participation in the summer transition program, statistically significant relationships did exist between grade level and attendance for eight and ninth grade students, as well as students who did not attend the summer school transition program. Grade level did not have a significant impact on the change in students' grades or behavior from one year to the next.
Book Synopsis The Effectiveness of a Transition Program on Ninth-grade Students who Were Socially Promoted by : Wanda V. Little
Download or read book The Effectiveness of a Transition Program on Ninth-grade Students who Were Socially Promoted written by Wanda V. Little and published by . This book was released on 2010 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of a newly implemented transition program on the academic achievement of low achieving and socially promoted students in a high school. The intended contribution of this study was to describe any effect the transition program might have towards academic achievement on the English I end-of-course exam and the accumulation of total academic credits to be applied towards promotion into the tenth grade.--The research questions providing a research framework for the study were: How did the target group's academic achievement compare to an earlier group who had been socially promoted but had not participated in the summer transition program? How did the target group perform on the English I end-of-course exam as compared to the Education Value-Added Assessment System prediction? What explanations were there for the performances described in Questions 1 and 2? What attitude changes toward school had students undergone in the year since social promotion? What supports were helpful in effecting academic and attitudinal improvement in the targeted ninth-grade group?--Quantitative data was gathered to answer the first two research questions. EOC scores of the non-transition program group were compared to EOC scores of the transition program group using SPSS to compute central tendency statistics of mean, median, and mode. EVAAS predicted scores of the transition program group were compared to actual achievement scores by computing central tendency statistics of mean, median, and mode using SPSS. Answers to the last three questions were gleaned through student questionnaires (with both a closed-option quantitative section and an open-option qualitative section) and focus group interviews with teachers who had taught in the transition program and students who had participated in the program. Themes from the open-ended questionnaire and the focus groups were elicited through a frequency and strength computation. Responses to the five questions were triangulated to determine the overall effectiveness of the transition program.--Data demonstrated the transition program implemented in this study was an effective one. Student participants were more successful on the English I end-of-course exam than predicted by the EVAAS system, scored at a higher level of achievement than the nonparticipating group of students, as well as accumulated more high school credits necessary for promotion to the tenth grade. Qualitative data demonstrated that student attitudes were changed in a positive manner regarding math and reading skills, organization skills, time-management skills, and decision-making skills.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Prevention and School Transitions by : Leonard Jason
Download or read book Prevention and School Transitions written by Leonard Jason and published by Psychology Press. This book was released on 1993 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the first time in one volume, the top researchers and theorists in the field of school transitions describe their most recent theoretical and practical work. This broad overview of theory and interventions for children and adolescents undergoing school transitions is an invaluable guide for scientists and practitioners looking for ways to help children cope with both routine and unexpected changes. Prevention and School Transitions helps professionals design prevention programs that ease transitions for children and adolescents transferring from middle school to high school, moving to schools in new towns, switching to schools with better academic programs, or transferring to alternative schools. Students who go through transitions face an increased risk for academic difficulties and emotional and social problems caused by changes in curriculum and new standards of acceptance by peer groups and teachers. Prevention and School Transitions provides parents, school personnel, mental health professionals, and educational and psychological researchers with new ways of thinking about preventive interventions for children confronted with the challenges of succeeding in new school settings. Some of the innovative programs and theories presented include: a prevention program that restructured a high school and resulted in reduced dropout rates, improved school performance, and better attendance a dropout prevention program that extended homeroom teachers'involvement beyond academics, reorganized the school environment to minimize class changes, and established a communication system between parents and teachers a study of the effects of transition to an alternative school on grade point averages, attendance rates, and matriculation a mentoring program that assists post partum mothers in transition back to high school a study of the risk factors and resources used during transition to life after high school These insightful chapters help psychologists, school counselors, concerned parents, and mental health workers better understand the complicated sets of relationships between different components of school systems and appreciate how schools create and use new resources. Readers will also see how school and family environments shape students'adaptation and assess the changing demands for children's adaptive capacities over time.
Book Synopsis The Impact of Credit-based Transition Programs on Changing the Educational Aspirations of High School Seniors by : Wendy L. Howerter
Download or read book The Impact of Credit-based Transition Programs on Changing the Educational Aspirations of High School Seniors written by Wendy L. Howerter and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This correlational study samples twelfth grade (senior) students in one central Midwest high school and examines their participation in credit-based transition programs and their changes in educational aspirations. Surveys and community college data are used to collect quantitative data to address six research questions. Using Hossler and Gallagher0́9s (1987) College Choice Model and Hossler and Stage0́9s (1992) focus on the predisposition phase, the researcher studied the impact of participation in credit-based transition programs during the senior year in high school. Controlling for initial senior-year aspirations and participation in dual credit during the junior-year in high school along with other variables known to influence educational aspirations, final senior-year aspirations were compared for students participating in academic dual credit and CTE dual credit, and non-participants. Descriptive analysis of student characteristics by type of dual credit participation and non-participation is presented. Multiple linear regression including interaction effects for gender and race/ethnicity with participation in senior-year dual credit (academic dual credit or CTE dual credit) was used to determine if aspirations could be changed during the senior year while controlling for student characteristics, significant others0́9 influence, and extracurricular activates. Results showed female students and non-white students benefit most from participating in senior-year CTE dual credit. Parents0́9 education was a significant variable in the model. Interaction terms for income status with participation in senior-year dual credit were not significant variables in the model. Results provide insights into the relationship of student participation in credit-based transition courses and student educational aspirations which is important to policy makers, education professionals, parents, and students.
Book Synopsis Factors that Impact Transition from Middle School to High School by : Barry Alan Kirkland
Download or read book Factors that Impact Transition from Middle School to High School written by Barry Alan Kirkland and published by . This book was released on 2000 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Interventions on Achievement Loss During Transitions by : Philip Norton
Download or read book Interventions on Achievement Loss During Transitions written by Philip Norton and published by . This book was released on 2017 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that many students suffer from achievement loss when they transition to high school. This loss can lead to decreased success within GPAs, test scores, attendance, or behavioral records. Upon experiencing this loss, students are more likely to suffer further academic and social consequences that limit their ability to be successful in the future. This study seeks to analyze the impact of transition programs on student achievement during the transition to high school. The Academic Seminar program at Sunnyside High School aims to prevent students from experiencing achievement loss. This study will analyze the impact of Academic Seminar on student performance during the transition to high school by collecting data from three years of enrollment. This study used a quantitative analysis of GPA shifts over time and a categorization based on demographics to determine any trends present in the data. Participants in this study were broken into two groups for each of the years, including the experiment group, those students enrolled in Academic Seminar, and the control group, students who were not enrolled in the transition program and did not receive any other support from another school program. Results indicate a connection between students enrolling in Academic Seminar and a decrease in achievement loss overall. To better interpret the role of Academic Seminar on these positive shifts in academic achievement, further research must be conducted in multiple school settings. The findings of this study may help direct future research toward a possible solution to the issue of achievement loss in high schools.
Book Synopsis 香港研究博士论文注释书目 by : Frank Joseph Shulman
Download or read book 香港研究博士论文注释书目 written by Frank Joseph Shulman and published by Hong Kong University Press. This book was released on 2001-01-01 with total page 878 pages. Available in PDF, EPUB and Kindle. Book excerpt: A descriptively annotated, multidisciplinary, cross-referenced and extensively indexed guide to 2,395 dissertations that are concerned either in whole or in part with Hong Kong and with Hong Kong Chinese students and emigres throughout the world.
Book Synopsis Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career by : Natasha Lekes
Download or read book Career and Technical Education Pathway Programs, Academic Performance, and the Transition to College and Career written by Natasha Lekes and published by . This book was released on 2007 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed method study examined secondary student matriculation to two selected community colleges offering career and technical education (CTE) transition programs through partnerships with K-12 and secondary districts having numerous high schools. The study had two distinct components: (1) a secondary study that compared CTE and non-CTE students on academic experiences, achievement, and transition into the first semester of college; and (2) a postsecondary study that examined CTE pathway students' transition experiences and outcomes associated with enrollment at the local community college. Both study components utilized qualitative methods to describe policies and practices and quantitative methods to assess how student participation affected student outcomes. A CTE transition program located in the Northwest which offered Information Technology/Computer Information Sciences (IT/CIS) curricula was one site, and a CTE transition program located in the Southeast which offered the Health Alliance curricula, specifically Emergency Medical Technician (EMT), was the second site. The results of this study describe students' high school performance, their transition from high school to college and careers, and their college performance, persistence, and credential attainment. The secondary study showed that CTE students took significantly more CTE courses and course credits than their matched counterparts. A significant difference was also noted between the groups on dual credit courses, with CTE students taking more than the non-CTE group. Results of the postsecondary study on a sub-sample of IT/CIS students at the Northwest community college confirmed no differences in the grade point average of the IT/CIS dual credit students compared to the non-IT/CIS group and to a Running Start (RS) dual credit group. The postsecondary study also found that the IT/CIS dual credit students were more likely to be college-ready than non-participants in communication but not non-participants in math or non-participants overall, after controlling for other factors. A follow-up survey conducted as part of the secondary study revealed that CTE students in both sites felt more prepared than their matched non-CTE counterparts to transition to college and careers. This study offers implications for policymakers and practitioners: (1) Results suggest that participation in CTE transition programs does not interfere with academic course-taking in that CTE students were equally as academically prepared as matched non-CTE students and other relevant comparison groups; (2) Student participation in CTE transition programs was associated with the students feeling more prepared for the transition to college and careers, with numerous results pointing to feelings of confidence and satisfaction regarding choices about college and careers; (3) Despite rather high incidence of remediation, students who required remedial coursework were often retained in college-credit courses and were not impeded in their persistence in college, raising questions about the presumed detrimental impact of remediation on persistence; and (4) Dual credit played a role in participants' accelerated progress and success at earning college certificates and degrees, and therefore suggests that dual credit, in association with academics and CTE, may be an incentive for college persistence and completion. The following are appended: (1) Discussion of Limitations; (2) Summary of Transition Practices in the Medium and High Engaged Schools; (3) Summary of PCA and EMT Transition Practices; (4) Course Coding; and (5) CTE Postsecondary Follow-Up Survey. (Contains 41 tables and 4 footnotes.).
Book Synopsis The Impact of School Infrastructure on Learning by : Peter Barrett
Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
Book Synopsis Focus on the Wonder Years by : Jaana Juvonen
Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Bridging the Transition from Primary to Secondary School by : Alan Howe
Download or read book Bridging the Transition from Primary to Secondary School written by Alan Howe and published by Routledge. This book was released on 2011-06-02 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridging the Transition from Primary to Secondary School offers an insight into children's development, building a framework for the creation of appropriate and relevant educational experiences of children between the ages of 10-12.
Book Synopsis A Case Study: the Effects of Stakeholder Perceptions and Perceived Student Self-efficacy on the Transition from Middle School to High School by : Frank E. Wilson (Ed. D.)
Download or read book A Case Study: the Effects of Stakeholder Perceptions and Perceived Student Self-efficacy on the Transition from Middle School to High School written by Frank E. Wilson (Ed. D.) and published by . This book was released on 2011 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt: High dropout rates and low on-time graduation rates across the United States suggest that for many students proper transitioning is not taking place from middle schools to high schools. This study was designed to examine what effect perceptions and expectations held by students, faculty, and parents dealing with transition from middle school to high school had on the ability of students to successfully make this transition. In addition, the researcher sought to determine the extent student self-efficacy had on individual students successfully making the transition from middle school to high school in regards to core academic performance, behaviors, and attendance. The transition from middle school to high school is one of the most critical transition periods in a students educational journey. Evidence shows that more students drop out between the ninth- and tenth-grade year than any other. The literature concerning the area of transition from middle school to high school offers reasons why students fail to transition and what steps can be taken to circumvent the loss of these students prior to graduation. It was the researchers hope that by looking at stakeholder perception toward ninth-grade expectations and student perceived self-efficacy, this study would yield insight into what further steps could be taken to help all transitioning first time ninth graders to succeed and remain on track for on-time graduation.
Book Synopsis Cultivating a Successful Transition 0́3 Impact of a Cohort-style Transition Program on Ninth-grade Students who Have Been Placed At-risk by : Aaron Bradford Archambeau
Download or read book Cultivating a Successful Transition 0́3 Impact of a Cohort-style Transition Program on Ninth-grade Students who Have Been Placed At-risk written by Aaron Bradford Archambeau and published by . This book was released on 2018 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study analyzed the implementation of a cohort-style transition program aimed at improving the transition to high-school for students who have been placed at-risk by creating a learning environment more conducive to meeting each student's individual needs. Research questions focused on understanding the extent to which the cohort structure impacted the learning environment for students who have been placed at-risk, evaluating the program's impact on attendance, behavior, and academic achievement trends, and identifying how participating in an action research team affects the implementation of an intervention. This study employed action research through the facilitation of focus group sessions, examination of Likert-Scale and open-ended survey questions, and analysis of attendance, behavior, and academic achievement trends. Findings indicate the following: a cohort-style transition program might have a positive impact on the academic components of the learning environment but could lead to a higher frequency of non-academic issues; a cohort-style transition program might have a positive impact on academic achievement and attendance for students who have been placed at-risk; and participating in an action research team may allow team members the ability to identify and employ changes during implementation, resulting in a stronger intervention. Future research studies should consider conducting a longitudinal study, replicating this study while incorporating a student feedback component, and integrating more peer support activities.
