The Predictability Between Demographic and Institutional Variables of Texas High School Principals and Their Attitudes Towards Parental Involvement

Over the past decades, the public school enterprise has been saturated with a myriad of social, political and academic ills. Problems such as reductions in state and federal funding, double digit percent student drop-outs, misidentification of students with learning disabilities, insufficient development of language skills in limited or non-English speaking students, shortage of highly qualified classroom teachers, unsafe schools, and students lacking college readiness are a few barriers to a student’s success in school. Perhaps the most disturbing of these issues, however, is the high percentage of students from low income households who are not meeting academic standards on statewide assessments. According to the Southern Education Foundation (2015), approximately 51% of all students attending American public schools live in poverty. Research suggests that a large number of these students are ethnic minorities (De Fraga & Oliveira, 2010). Inasmuch, as these nuisances weigh heavily upon our educational system, it is a widely held belief that parental involvement is a reliable predictor of a student’s academic success in school

The Predictable Relationship between Demographic Factors and Persistence of First-Year Students at a Historically Black College & University

The purpose of this study was to examine the relationship and predictability of demographic factors, on the persistence rates among first-year, full-time, four-year degree-seeking students at a Historically Black College and University. Specifically, this study focused on the predictive power of demographic factors (gender, ethnicity, and socioeconomic status), and (high school GPA and number of hours passed) on the persistence rates among first-year, full-time, four-year degree-seeking students attending a Historically Black College and University. The study approached the research questions from a correlational research design perspective. This type of research design was the most appropriate for this study because the researcher examined the predictable relationship between two or more predictor variables and one criterion variable (Babbie, 2014). This approach is centered on gathering statistical data. Further, this type of research method enables the researcher the opportunity to analyze the linear combination effects of the predictor variables on the criterion variable (Gay et al., 2016)

The Critical Friends Group: An Innovative Way to Build Intercultural Competence Among Student and Faculty Groups

Introduction Few physicians involved in medical education are likely to have had formal training in teaching. One pedagogical method that can enhance relationships, thus improve teaching and learning is the Critical Friends Group (CFG). The CFG is a collegial support team that offers improved understanding of others. Unconditional high regard for team members frames the interactions in the CFG. These teams could be used to reduce bias and enhance intercultural competence among student CFGs and faculty CFGs. [See PDF for complete abstract