Hispanic student achievement and learning academy intervention program

2011 ◽  
Author(s):  
Paula R. Rodriguez
Keyword(s):  
Student Achievement ◽  
Intervention Program ◽  
Hispanic Student ◽  
Hispanic Student Achievement ◽  
Student Achievement And Learning

scholarly journals Hispanic Student Achievement: An Investigation of Various Factors and the Effects on Hispanic High School API scores in California

2010 ◽  
Vol 1 (1) ◽  
pp. 53-84
Author(s):  
Eleni V. Papailias
Keyword(s):  
High School ◽  
Student Achievement ◽  
High Schools ◽  
High School Student ◽  
Social Factors ◽  
Public High Schools ◽  
Hispanic Student ◽  
Policy Makers ◽  
Hispanic Student Achievement ◽  
Specific Factors

The purpose of this study is to determine specific factors that influence changes in Hispanic API scores in California public high schools. The study’s design examines various high school, student, and social factors that may be signifi-cantly correlated to Hispanic academic perfor-mance. The findings reveal that policy-makers and educational administrators must consider multi-faceted solutions in creating greater suc-cess in the Hispanic student population.

scholarly journals Does professional development for teachers impact student behavior utilizing class-wide function-related intervention teams?

2021 ◽  
Author(s):  
◽  
April Phillips
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Retention ◽  
Teacher Professional Development ◽  
Student Behavior ◽  
Intervention Program ◽  
Academic Experiences ◽  
Office Referrals ◽  
Intervention Teams ◽  
Teacher Professional

Students who disrupt the classroom due to externalizing behaviors can impact all of these, but more importantly, these behaviors interrupt student learning. Due to these stressors, the purpose of this study was to explore how a behavior intervention program, Class-Wide Function-related Intervention Teams (CW-FIT), within the scope of teacher professional development, can impact students' behaviors, improve teacher retention, and ultimately improve academic experiences in a suburban elementary school in Southwest Missouri. The mixed-methods study used a convergent mixed method design to explore how the CW-FIT impacted behaviors of elementary students. It also examined the correlation, if any, between teacher professional development of the CW-FIT and office referrals, teacher retention, and student achievement. Participants in this research study started with 12 elementary teachers and 10 classrooms. After the Pandemic began, the study continued in the fall of 2020 and included 11 teachers and nine classrooms (from third to fifth grade). Analysis of observation results, documents, and interviews, found that CW-FIT positively impacted student behavior in the participating elementary classrooms. Evidence showed the need for PD, how the CW-FIT increased student achievement through student engagement and teacher praise, and on-task behavior.

scholarly journals Factors that support the development of exemplary school library programs

2021 ◽  
Author(s):  
Diana Maliszewski
Keyword(s):  
Student Achievement ◽  
Curriculum Development ◽  
Test Scores ◽  
School Library ◽  
School Libraries ◽  
Wide Range ◽  
Student Achievement And Learning ◽  
Related Test ◽  
Research Studies

This paper will examine a wide range of studies related to the factors that support the development of exemplary school library programs and then focus on the context for Ontario, Canada. In 2003, the Association for Supervision and Curriculum Development (as cited in IASL, 2008) reviewed research studies to answer the question “What effects do school libraries have on student achievement?” and they concluded that “school library characteristics may account for up to 8 percent of the variance in reading-related test scores” [emphasis added] (p. 1). Consequently, it is important to identify the characteristics that make a school library exemplary although they are not always indicative of student achievement and learning.

scholarly journals The Characteristics of Innovative Teachers: The Relationship Between Science Teachers' Views on Student Achievement and Learning and Teaching Motivation

2021 ◽  
Vol 32 (1) ◽  
pp. 63-71
Author(s):  
Kamil Arif Kirkiç ◽  
◽  
Ömer Yahşi ◽  
Keyword(s):  
Student Achievement ◽  
Science Teachers ◽  
Personal Information ◽  
School Context ◽  
School Science ◽  
Survey Method ◽  
Teaching Motivation ◽  
Significant Difference ◽  
Student Achievement And Learning ◽  
The Relationship

Abstract: Determining teachers’ views on student success and learning is considered important in terms of increasing the level of students' learning. The motivation people have can affect their attitude toward their job. This becomes even more important in teachers, who have a significant impact on an individual’s life. It is therefore seen as important to determine teachers' teaching motivation. The aim of this study was to determine the relationship between secondary school science teachers' views on student achievement and learning and their own level of teaching motivation. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (124 female and 39 male science teachers) working in Izmir. Two data collection tools were used in the study: the ‘Teacher Motivation Scale’ and the ‘Teachers’ Opinions Scale about Student Achievement and Learning’. Participants’ demographic information was obtained using a ‘Personal Information Form’ designed by the researchers. According to the results of the study there was no difference according to gender variable but there was a significant difference in favor of science teachers who had a Bachelor’s degree between the groups. The study showed that as the age and teachers’ years of service increased, their views on student achievement and learning become more negative. According to the results it is recommended to organize well-planned inservice training to increase the teaching motivation and conduct in-depth research to understand the relationship among teacher beliefs, practice, and school context.

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