Predicting Success, Preventing Failure: An Investigation of the California High School Exit Exam

Examines early indicators that identify fourth-grade students in San Diego who are at risk of failing the California High School Exit Exam, discusses implications for when and how to intervene to address those factors, and makes policy recommendations

The Effect Of Social Presence On Teacher Technology Acceptance, Continuance Intention, And Performance In An Online Teacher Professional Development Course

The purpose of this study was to determine if the Technology Acceptance Model (TAM) could explain the relationship between teacher\u27s acceptance of an online teacher professional development course and their continuance intentions regarding online teacher professional development (oTPD). This study focused on the perceptions of the teachers as opposed to the design or implementation of oTPD. The participants (N=517) were mostly teachers (88.8%) enrolled in a statewide online course to provide classroom teachers with the latest knowledge of research-based instructional reading strategies. The course was offered over a 10-14 week period during the Spring 2006 semester through a public state university. Structural equation modeling was used to create a path analytic model extending the TAM to include two additional constructs: sociability and social presence. In addition, gains in instructional reading strategies knowledge (performance) were examined. Using this expanded version of the TAM, the study examined the causal relationships between sociability, social presence, perceived usefulness, perceived ease of use, continuance intention, and gains. Online distance education research has indicated that social presence can influence post-secondary students\u27 attitude and persistence within a web-based course. However a paucity of research exists on how technology acceptance and social presence impacts teachers within an online teacher professional development setting. Path analysis, univariate analysis of variance, and independent t-tests in SPSS v12.0 for Windows were used to analyze the data. The results suggest that the hypothesized extended model was a good fit. The model did indicate that both perceived ease of use and perceived usefulness were determinants of teachers\u27 intent to continue using oTPD for future professional development needs

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences -- or stakes -- for student performance. The theory of action implied by this accountability program is that the pressure of high-stakes testing will increase student achievement. But this study finds that pressure created by high-stakes testing has had almost no important influence on student academic performance

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses.

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed

Effectiveness of Trek-21 model of professional development on changes in teacher practices with respect to instructional technology integration

The purpose of this study was to investigate the relationship between key factors of Trek-21 professional development model and resulting changes in teacher practices with respect to the integration of instructional technologies into participants\u27 classrooms. The Trek 21 professional development was a three-year project designed to bring about a deep and lasting change in educators through the integration of instructional technologies. The project was funded as an implementation grant through the U.S. Department of Education\u27s Preparing Tomorrow\u27s Teachers to Use Technology (PT3) grant program. The Trek-21 professional development was developed around research-based practices that enabled participants to develop IT skills necessary to integrate what they learned.;Participants included 27 PK-12 teachers from schools in West Virginia, who took part in the second year (2001) of Trek-21 professional development training from January 2001 to January 2002. Data were collected using the Stages of Concern Questionnaire, the Principles of Adult Learning Scale (PALS) Questionnaire, the Survey of Computer Use Questionnaire, the Final-Daily Evaluation Questionnaire, and Indicators of Instructional Change Instrument (also known as the Lesson Sweep Instrument). Three key factors of the Trek-21 model were considered as potential factors affecting integration of instructional technologies into the classroom. These three factors include duration of training, instructional design, and evaluation. Descriptive analysis, paired t-test, correlation analysis and simple regression analysis were the quantitative statistical procedures that were used to compile the results.;Crucial key factors of the model found to be significant in affecting the integration of ITs into the classroom included duration of training and evaluation. The results indicated that teachers did make significant gains in integrating ITs learned during training over the duration of training suggesting that the period of training was sufficient enough to facilitate change in teacher practice. The study did not find Instructional Design as a crucial key factor of the Trek-21 professional development model

The The Relationships Between the Leadership Styles of Principals Assigned to Title I Middle Schools, Staff Longevity, School Climate, and Overall School Achievement

The achievement gap stands as one of the top priorities framing educational policy through the past half-century. The middle school level amplifies this gap especially in urban areas. The role of principal leadership in closing the achievement gap is key. The purpose of this study was to examine the relationships between the leadership styles of principals assigned to Title I middle schools, staff longevity, school climate, and overall school achievement. The researcher applied a non-experimental, ex-post facto research design to investigate the research hypotheses. Utilizing the Google Survey Platform, 290 staff members across 30 middle schools within a large urban school district in southeast Florida, completed a survey which included questions related to longevity, and the Multifactor Leadership Questionnaire (MLQ Form 5x). Results of the school district’s School Climate Survey, Staff Form, were employed to gauge school climate. Hierarchical linear regression analyses revealed several significant positive associations between transformational leadership and numerous of the academic areas explored (e.g., reading learning gains of the lowest quartile, math proficiency, and social studies proficiency). In contrast to what was predicted, transactional leadership, also positively predicted some of the academic achievement factors evaluated (e.g., math proficiency, and math learning gains). Staff longevity negatively predicted school grade. Staff climate positively predicted math proficiency, and math learning gains. On the other hand, staff climate negatively predicted school grade, the three factors related to reading achievement (e.g., proficiency, learning gains, and learning gains of the lowest quartile), and social studies proficiency. New research questions arose as a result of the investigation. Further research is recommended that examines the leadership variables explored within a larger sample, and in other geographical areas with similar demographics. As well, additional research is suggested involving staff longevity and school climate alongside a measure of collective instructional efficacy where urban schools are concerned

Language Proficiency and Cultural Intelligence in Distance English-Language Learning

The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course