Relationships Between Participation in Extracurricular Activities, ACT Scores, GPA, and Attendance in Select Public High Schools in Mississippi

There are contemporary concerns about improving and sustaining positive student outcomes in secondary schools today. In light of student needs and limited time and resources available to address those needs, educational leaders are faced with making difficult decisions about what should and could be offered to students through their schools. In addition to the general curriculum, schools generally offer a variety of extracurricular activities. The purpose of this study is to investigate the relationship between extracurricular participation and select student outcomes. The findings of this study can provide valuable insight to school leaders as they make decisions about how to allocate limited school funds for programs, especially extracurricular activities. This study is designed to examine the relationships between participation in extracurricular activities, ACT scores, GPA, and attendance in select public high schools in Mississippi. The study provides informative views on how extracurricular participation impacted key educational factors that are important to the learning environment. The goal of this study is to offer quantifiable results on how participation in extracurricular activities related to important student characteristics that impact student outcomes. A quantitative research design is used for this study. A researcher-developed survey, the Reed’s Extracurricular Perception Instrument (REPI), was distributed to teachers and building level administrators throughout the state of Mississippi. Archival data were also collected from four consenting high schools on the senior class of 2013. Gender, race, ACT scores, GPA, absences, and lunch status were all collected from these schools. Utilizing Pearson correlations, Chi-square statistics, regression analysis, and survey methodology on the data collected for meaningful results was the goal of the researcher to address the questions of the study. This study revealed that extracurricular participation significantly show positive relationships with ACT, GPA, and absences after controlling for gender, race, and lunch status. The results of REPI showed that academics, attendance, and behavior all were perceived to be positively related to extracurricular participation as well. Survey results showed that behavior was perceived to have the greatest impact as a result of extracurricular participation

Practitioners and parents : living in a 'third space'?

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Context-based multimedia semantics modelling and representation

The evolution of the World Wide Web, increase in processing power, and more network bandwidth have contributed to the proliferation of digital multimedia data. Since multimedia data has become a critical resource in many organisations, there is an increasing need to gain efficient access to data, in order to share, extract knowledge, and ultimately use the knowledge to inform business decisions. Existing methods for multimedia semantic understanding are limited to the computable low-level features; which raises the question of how to identify and represent the high-level semantic knowledge in multimedia resources.In order to bridge the semantic gap between multimedia low-level features and high-level human perception, this thesis seeks to identify the possible contextual dimensions in multimedia resources to help in semantic understanding and organisation. This thesis investigates the use of contextual knowledge to organise and represent the semantics of multimedia data aimed at efficient and effective multimedia content-based semantic retrieval.A mixed methods research approach incorporating both Design Science Research and Formal Methods for investigation and evaluation was adopted. A critical review of current approaches for multimedia semantic retrieval was undertaken and various shortcomings identified. The objectives for a solution were defined which led to the design, development, and formalisation of a context-based model for multimedia semantic understanding and organisation. The model relies on the identification of different contextual dimensions in multimedia resources to aggregate meaning and facilitate semantic representation, knowledge sharing and reuse. A prototype system for multimedia annotation, CONMAN was built to demonstrate aspects of the model and validate the research hypothesis, H₁.Towards providing richer and clearer semantic representation of multimedia content, the original contributions of this thesis to Information Science include: (a) a novel framework and formalised model for organising and representing the semantics of heterogeneous visual data; and (b) a novel S-Space model that is aimed at visual information semantic organisation and discovery, and forms the foundations for automatic video semantic understanding

2012-2013, University of Memphis bulletin

University of Memphis bulletin containing the graduate catalog for 2012-2013.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1432/thumbnail.jp

2011-2012, University of Memphis bulletin

University of Memphis bulletin containing the graduate catalog for 2011-2012.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1431/thumbnail.jp

2020-2021, University of Memphis bulletin

University of Memphis bulletin containing the graduate catalog for 2020-2021.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1440/thumbnail.jp

2019-2020, University of Memphis bulletin

University of Memphis bulletin containing the graduate catalog for 2019-2020.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1439/thumbnail.jp

A Comparison of the Academic Achievement of Urban Second-Grade Pupils With Different Forms of Public Preschool Experience

Assessment of the potential value of the preschool experience has prompted urban educators to consider the advantages of preschool service delivery by the public schools. Urban policy makers ponder whether or not advocacy for preschool education should include advocacy of the provider. This study addressed the provision of preschool service for students from urban low-income families. The grade placement of students born in three consecutive years was observed to determine their progress during the first three years of public schooling. Students were categorized with regard to their participation in preschool: some had attended a public school system preschool, First Step; some had participated in Head Start, which is sponsored by another public agency; others had had no formal preschool experience. From the students who were in second grade after three years, subjects were identified for an assessment of academic progress. A comparison was made of the mean scores on a standardized achievement test of the three categories of students. These computations provided data for discussion of the following questions: (1) Is the achievement of urban second grade students from low-income families with public school-sponsored preschool experience significantly different from that of urban second grade students from low-income families with other public agency-sponsored preschool experience? (2) How does the achievement of First Step participants and Head Start participants compare with that of low-income students with no formal preschool experience? Findings revealed that three years after preschool experience, a significantly higher percentage of low-income students with First Step experience were in second grade than those with Head Start experience and of those with no preschool experience. Three years after the year of preschool experience, no significant difference in the academic achievement of the three categories of low-income students was evidenced by their performance on the SRA Achievement Test. These findings suggest that the rate of student progress was positively affected by preschool participation while the level of achievement was not