Human Development, Family Studies & Counseling
Permanent URI for this collectionhttps://hdl.handle.net/11274/8858
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Browsing Human Development, Family Studies & Counseling by Subject "Academic achievement"
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Item An exploration of college students' beliefs of parental influence on their character devlopment and of their own beliefs about the role their character plays in their academic achievement(6/14/2021) Sanders, Crystal L; Gillum, NerissaABSTRACT CRYSTAL LYNNETTTE SANDERS AN EXPLORATION OF COLLEGE STUDENTS’ BELIEFS OF PARENTAL INFLUENCE ON THEIR CHARACTER DEVELOPMENT AND OF THEIR OWN BELIEFS ABOUT THE ROLE THEIR CHARACTER PLAYS IN THEIR ACADEMIC ACHIEVEMENT APRIL 2021 The purpose of this qualitative study was to investigate college students’ beliefs of their parents’ role in influencing their character development, and of their own character in influencing their college academic achievement. Two research questions guided the study: (1) What are college students’ beliefs about how parental role modeling influenced their character development? and (2) What are college students’ beliefs about the role their character played in their academic achievement? Data were collected from 10 undergraduate college students who met the criteria for participation. Each participant participated in a virtual semi-structured interview. Each interview was audio recorded. The interview recordings were transcribed verbatim and analyzed for emerging themes. The data yielded 10 themes: Be kind to others, Be a better me, Identifying a connection with parent(s), Spirituality as a vehicle to teach positive character traits, Most influential stage, Most credit for current character traits, Connecting with others increases opportunities for success, Being a hard worker helps me achieve, Being socially reserved leads to missed opportunities, and Lack of self-regulation contributes to doing work at the last minute.Item Educators’ attitudes about professional development, self-efficacy, and subjective well-being in early childhood programs(2/13/2019) Bostic, Fara; Moore, Lin; Brown, David LThe purpose of this quantitative investigation, was to gain a better understanding about Head Start teachers’ attitudes concerning their professional development experiences, self-efficacy beliefs, and general sense of happiness as it relates to job satisfaction. The study compared the professional development experiences of Head Start teachers with interventions based on two curriculum approaches. Teachers volunteering as participants, (n = 255), were employed at Head Start Centers located in Central Texas that shared a preschool program-based partnership with an Independent School District in the Central Texas, serving approximately 3,000 children. Teachers implementing Scholastic Big Day for Pre-K curriculum (n = 88), or the Frog Street for Pre-Kindergarten curriculum (n = 167) completed one of two online surveys from a secured website. The Survey of Head Start Teachers Using Frog Street For Pre-Kindergarten Curriculum, and the Survey of Head Start Teachers Using Scholastic Big Day for Pre-K Curriculum included demographics and questions relating to professional development experiences measured by Teachers’ Attitudes About Professional Development (TAP) scale (Torff et al., 2005), perceptions of their teaching abilities quantified on the Teachers’ Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), and teachers’ general sense of happiness was determined by the Teacher Subjective Wellbeing Questionnaire (TSWQ) (Renshaw, Long, & Cook, 2015). Data gathered from the surveys were transferred into IBM SPSS 20 for analyses. The TAP, TSES and TSWQ were analyzed via descriptive and inferential statistics including ANOVAs and MANOVAs to answer the five research questions. The findings from the data indicates that the majority of the Head Start teachers had positive attitudes about their professional development activities, believed the workshops with active participation enhanced their pedagogical knowledge and was worth their time. In regards to the teachers’ self- efficacy and subjective wellbeing, both curriculum groups have similarly high levels of self - efficacy beliefs and degrees of happiness relating to job satisfaction.Item The effect of number of work hours on academic performance of high school students: A causal-comparative study(1981-08) Murphree, Karen; Shilling, Louis; Corey, James D.Item The effect of parental status on the academic achievement of children(1981-07-21) Reed, General T.; Shilling, Louis; Sparks, Clifton; Corey, JamesItem Effects of a language development program for three and four year olds on later school achievement at eighth grade level(1981-08-31) Douglas, Beatrice Hurst; Payne, Patricia Fagan; Brookshire, William; Brown, Sam Ed; McFarland, John W.; Stone, HowardItem Parenting background as related to academic achievement(1982-05) Sweet, Marilyn Jean; Hamilton, Basil; Conoley, Jane; Amos, IrisItem Relationship between academic readiness and social adjustment in first grade children(Texas Woman's University, 1984-05-31) Campbell, Melba SueItem The relationship between cognitive academic levels of proficiency and Response to Intervention tier assignment and the implications for special education(2011-12) Garcia-Bonery, Lillian; Kinnison, Lloyd; McMahan, Sarah; Pemberton, Jane; Wiebe, MichaelThe purpose of this study was to examine the relationship(s) between a student's Cognitive Academic Language Proficiency (CALP) levels of proficiency and Response to Intervention tier (RtI) assignment for academic instruction and the Texas English Language Proficiency Assessment System (TELPAS) scores. The CALP levels were derived from Woodcock-Muñoz Revised and the Texas English Language Proficiency Assessment System (TELPAS) that were administered in spring 2011. There were 69 participants who were randomly selected by the school Principal from all students currently receiving services in RtI tier 2 and 3. Data analysis included descriptive statistics and Chi Square. Data analysis indicated statistically significant relationship between Spanish CALP levels of proficiency and RtI tier assignment. The English CALP scores did not show a relationship. Further there was a significant relationship between the TELPAS scores of Listening, Speaking, Writing, and RtI tier assignment. Reading scores were meaningful but Cramer's V reflected a weak relationship at .224.Item The use of a model of self-expectation, estimated learning potential, and sociocultural background in the prediction of academic achievement(1981-12-31) Boyd, William D.; Jackson, Karen; Hamilton, Basil