Download or read book Implications and Perceptions of Students and Teachers Participating in Two Ninth Grade Success Academies During the Year of Implementation written by and published by . This book was released on 2008 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of the Effectiveness of a Ninth Grade Academy on Supporting Students Through the Transition Into High School written by Amber L. Gentile and published by . This book was released on 2011 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined teachers' perceptions of the effectiveness of a ninth grade academy on supporting students through their transition into high school. Three research questions guided the study: (a) What are teachers' perceptions of the characteristics of the ninth grade academy? (b) What are teachers' perceptions of the effectiveness of the ninth grade academy? (c) What aspects of the students' transition into high school do teachers perceive to have been impacted by the ninth grade academy? Researcher-designed surveys and interviews were completed by teachers from a suburban high school in southeastern Pennsylvania. Data analysis indicated that the majority of teachers perceived the academy to be effective in supporting students. Teacher-student relationships and teacher collaboration were perceived as being the most effective components. The areas perceived by the most participants as having been positively affected by the ninth grade academy included: participation in class, interactions among teachers and students, understanding of the relationship between classroom performance and success in school, organizational skills, use of goals, and research skills. The aspects of the students' transition perceived by the most teachers as having been positively impacted by the ninth grade academy were students' academic achievement, the overall transition from middle school to high school, students' self-confidence, and students' relationships with adults.

Download or read book Helping Students Make the Transition Into High School written by Marie-Andrě Somers and published by . This book was released on 2016 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ninth Grade Academies (NGAs)--also called Freshman Academies--have attracted national attention as a particularly intensive and promising approach for supporting a successful transition for high school freshmen. An NGA is a self-contained learning community for ninth-graders that operates as a school within a school. NGAs have four core structural components: (1) a designated separate space within the high school, (2) a ninth-grade administrator who oversees the academy, (3) a faculty assigned to teach only ninth-grade students, and (4) teachers organized into interdisciplinary teams that have both students and a planning period in common. The theory of action behind NGAs is that when these components are employed together, they interact to create a more personalized learning environment where ninth-grade students feel less anonymous and more individually supported. This, in turn, should help students succeed in school and stay on track to high school graduation. NGAs have shown promising results when employed as part of a whole-school reform model, but in these cases schools have received external support from a developer to create and sustain them. A growing number of schools and districts have been experimenting with NGAs on their own, but the little research that exists on their effectiveness is limited to anecdotal accounts. This study, which is based on a quasi-experimental research design, examines the effect of NGAs on students' progress toward graduation, their academic achievement, and their behavior in several school districts in Florida. The sample for this study includes 27 high schools that created NGAs between 2001-2002 and 2006-2007, along with 16 comparison high schools that serve ninth-grade students with similar characteristics as students in the NGA schools. As context for understanding the impact findings, this study also looks at the extent to which the key features of the NGA model were implemented in the NGA schools in the study and how this differs from the structures and supports in the comparison schools. The key finding is that the NGAs in this study do not appear to have improved students' academic or behavioral outcomes (credit earning, state test scores, course marks, attendance, suspensions, or expulsions). The findings also suggest that it can be difficult for schools to fully implement the components of the NGA model without expert assistance: Three years after their creation, only half the NGAs in the study had all four structural components of the model in place. Nationally, school districts continue to create NGAs, and recent efforts to implement them have incorporated various enhancements that are intended to strengthen and improve their implementation, but little is known about their effectiveness. Because students' experience in ninth grade is an important predictor of their future success, these efforts to create and improve NGAs should be examined in future studies. Appended are: (1) Technical Information; and (2) Beyond the Sunshine State: Ninth Grade Academies in Other School Districts. ["Helping Students Make the Transition into High School: The Effect of Ninth Grade Academies on Students' Academic and Behavioral Outcomes" was written with Janet Quint.].

Download or read book Administrators Counselors and Teachers Opinions Regarding the Impact of Freshman Academies Schools Within Schools and Ninth Grade Schools as it Relates to Effective Transitioning written by Robyn Suzanne Killebrew and published by . This book was released on 2016 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine whether administrators, counselors, and teachers believe that implementing freshman academies, schools-within-schools, and ninth grade schools is an effective way to transition ninth graders into high school. This study included an introduction and a review of literature that discussed the following: adolescent years, transition from 8th to 9th grade, drop-out prevention, school reform in secondary education, professional learning communities, the freshman academy, and a conclusion. This study was also comprised with a methodology section, research results, conclusions, recommendations for policy makers and practitioners, and recommendations for future research. The questionnaire for this study was developed by the researcher. The questionnaire focused on the areas of demographics, academics, attendance, discipline, school culture, transitioning, socio-economic status, and instructional staff. Data was collected from seven different schools in Mississippi who currently house freshman academies, school-within-schools, and ninth grade schools. A total of 85 questionnaires were completed with 10 of those being administrators, 12 being counselors, and 63 comprised of teachers. This study specifically examined administrators', counselors', and teachers' opinions regarding the impact freshman academies, schools-within-schools, and ninth grade schools as it relates to effective transitioning. Results illustrated that there was a significant difference in the opinions of administrators, counselors, and teachers in the areas of academic performance, reduced discipline referrals, school culture, transitioning from eighth to ninth grade, and the morale on the staff of the school. However, this study yielded a non-significant relationship among the opinions of administrators, counselors, and teachers concerning the implementation of a freshmen academy on the drop-out rate and improving students from a low socio-economic class. Policymakers and practitioners were encouraged to look at freshman data, collaborate with middle school and high school teachers, and place their best teachers in the ninth grade to ensure a smooth transition for all freshmen. --Page ii.

Download or read book Guide for Implementing the Comprehensive Strategy for Serious Violent and Chronic Juvenile Offenders written by National Council on Crime and Delinquency and published by . This book was released on 1995 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student and Teacher Writing Motivational Beliefs written by Steve Graham and published by Frontiers Media SA. This book was released on 2024-06-21 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.

Download or read book Ratschlag betreffend Erh hung des Staatsbeitrages an die Allgemeinen Bibliotheken der Gesellschaft zur Bef rderung des Guten und Gemeinn tzigen written by and published by . This book was released on 1964 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Ninth Grade Opportunity written by Alan Seibert and published by iUniverse. This book was released on 2009-01-07 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across the country, high school freshmen have the highest rates of failure, discipline problems, and truancy. Defined as the "make it or break it" year, ninth grade can be a trying time for teenagers learning to make their own way in the world. The Ninth Grade Opportunity provides educators with a useful framework to build and implement a team-based Freshman Transition program, ultimately allowing teachers to play an integral role in ensuring every student's success. Scott Habeeb, Ray Moore and Alan Seibert have over 60 years of combined experience as teachers and administrators, and together have compiled a guidebook centered around a teaming approach that empowers teachers to better meet freshmen needs. Based on concepts behind their popular Freshman Transition workshops, the authors share ideas about why and how teaming teachers works and how it can benefit schools. Road maps provide guidance for teachers to learn specifically how to create a program built around key elements such as: Standardized expectations Learning skills Classroom leadership Parent/teacher contact Educators everywhere will benefit from the practical advice, expert insight, and helpful tips that transform the ninth grade problem into The Ninth Grade Opportunity, ensuring a successful transition for every high school student.

Download or read book Confronting Challenges and Engaging Success Ninth grade Academies written by Yolonda L. Sneed and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Too many freshman students struggle during their first year in high school, which can result in their dropping out of school. Ninth grade academies, in which ninth grade students are clustered together for one year, have been one way high schools have sought to support students’ success. Purpose: The purpose of this quantitative mean comparison study was to compare academic achievement at one high school with a ninth-grade academy to a similar school in the same district that does not have a ninth grade academy. Methods: The study used a series of independent samples t test to compare ninth grade students’ average test scores for Algebra I, Biology I, and English I between the two similar campuses over the span of five years. Findings: The schools had similar performance in Algebra for all five years. In Biology, the school with the ninth grade academy outperformed the traditional high school all five years and significantly outperformed the traditional high school in four out of the five years. In English I, the school with the ninth grade academy significantly outperformed the traditional high school all five years since 2013. There was a trend of steady increases over the five-year period, but no increasing in the difference in the scale scores between the two schools for English I. Conclusion: There were significant differences in the mean scores between the two schools over a five year period with the school that implemented the ninth grade academy scoring higher in most years, for most of the subjects. However, the data suggest that the extent to which the ninth grade academy impacted scores on state testing was moderate. The gap in performance between the two schools remained unchanged over a five-year period.

Download or read book Exploring the Effectiveness of a Freshman success Academy Program Through the Perceptions of Educators in an Urban High School written by Michelle Antoinette Pettiford and published by . This book was released on 2020 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore the perceptions of educators regarding the effectiveness of an academic success program for ninth- and 10th-grade students who are at-risk males. The term at risk has often been utilized to describe students who have low academic performance as well as social and emotional concerns observed during the transitioning process from middle to high school. The foundation of this study centered on past and current educational initiatives, achievement gaps, and pedagogical and cultural awareness for at-risk minority students as they entered high school. I used a 2-phase process that included the implementation of a questionnaire and one-on-one interviews to collect the perceptions of educators. This methodology allowed educators to provide their perspectives on the effect of a high school academic success program on the academic, social, and behavioral performance of at-risk male students for the past 2 school years. The three key indicators of “making sure that students were on the right track,” “empower students,” and “creating a positive culture” evolved linking into the themes of academic success, building a student support system, teacher effectiveness, student preparation, and building relationships. As a result, positive implications and significances were established from the perspective of the participating stakeholders of the Freshman/Success Academy.

Download or read book Collaborative Approaches to Evaluation written by J. Bradley Cousins and published by SAGE Publications. This book was released on 2019-06-25 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Editor J. Bradley Cousins and colleagues meet the needs of evaluators seeking to implement collaborative and participatory approaches to evaluation in Collaborative Approaches to Evaluation: Principles in Use. Using a multi-phase empirical process to develop and validate a set of principles to guide collaborative approaches to evaluation, the book outlines the principles that the team developed, and then provides case studies of how these principles have been applied in practice. The case studies draw on programs globally in education, health, and community development. The book is an invaluable supplementary text for program evaluation courses where students’ projects are focused on more collaborative and participatory approaches, and it is an essential resource for practicing evaluators and those who commission program evaluations.

Download or read book Hearings on the Bilingual Education Improvement Act of 1983 written by United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education and published by . This book was released on 1984 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Context Components and Initial Impacts on Ninth Grade Students written by James J. Kemple and published by . This book was released on 2004 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Talent Development High School model is an education reform initiative that aims to improve the academic achievement of students in large, nonselective, comprehensive high schools. In operation at 33 high schools in 12 states across the country, the approach encompasses five main features: (1) small learning communities, organized around interdisciplinary teacher teams that share the same students and have common daily planning time; (2) curricula leading to advanced English and mathematics coursework; (3) academic extra-help sessions; (4) staff professional development strategies; and (5) parent- and community-involvement in activities that foster students? career and college development. This report describes the context in which Talent Development operates, details the model?s components, and documents its implementation in five high schools in a large, urban school district. It presents findings on Talent Development?s effects on student achievement during the first three years of program operation, focusing on impacts for ninth-graders. The analysis is based on an innovative quasi-experimental research methodology. The high schools in the study are characterized by low student engagement, poor prior preparation among entering ninth-graders, low ninth-grade promotion rates, and continued problems in the upper grades. Each Talent Development high school focused its initial implementation on the ninth grade by creating small learning communities, enacting curricular reforms, and providing professional development for teachers. The implementation process was supported by a team of Talent Development organizational facilitators and coaches. For first-time ninth-grade students, Talent Development produced substantial gains in academic course credits and promotion rates and modest improvements in attendance. The percentage of ninth-graders completing a core academic curriculum increased from 43 percent on average before the implementation of Talent Developere times the level of increase in similar schools in the district. Promotion rates in the Talent Development schools increased by just over 6 percentage points, while they fell by 4 percentage points in the comparison schools. Improvements in ninth-grade course credits earned, promotion, and attendance were strongest in the first three schools to begin using Talent Development, and these schools sustained improvements into the second and third years of implementation. (Contains 4 boxes, 7 tables, & 2 figures.).

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of a Freshman Academy on High School Transition written by Sherry Grier Veasey and published by . This book was released on 2011 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to identify and describe the impact a freshman academy has on high school transition for ninth-grade students at a rural high school in western North Carolina. This case study investigated the problems ninth graders encounter as they transition from middle school to high school. The study examined student achievement, student attendance, and the graduation rate in an effort to determine whether a freshman academy at the high school helped students transition successfully. -- The transition to high school may be difficult for some students because of the countless changes they are experiencing as adolescents. The high school in this study was located in a rural western town in North Carolina and identified the ninth-grade class as the class with the most struggling students. In an effort to help students transition successfully to high school, a freshman academy was implemented. -- This qualitative study consisted of interviews with the principal, assistant principal, guidance counselor, and teachers in the freshman academy. Additional data was collected from high school principals in the district with freshman academies to determine strategies implemented for freshman academies in the school district. Focus group interviews were conducted with teachers in the academy. A central office person was also interviewed. A survey was conducted with teachers to ascertain their perceptions of the freshman academy since the implementation. -- Interview data was collected, transcribed, analyzed, and reported in a narrative format according to themes and research questions. Survey data was collected, analyzed, and reported in a frequency table. Data from interviews, archival data, and the survey were triangulated to validate the findings for the study. -- An analysis of the data revealed the freshman academy at the high school did not impact student achievement, student attendance, or the graduation rate. The data did reveal there was an impact on student motivation, students' attitudes toward school, and the school culture. Students participated in the learning process by interacting with their peers. Teachers used various instructional strategies including technology to help motivate students. Students enjoyed positive relationships with their teachers. School-wide expectations and teacher collaboration contributed to the culture of the school.

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt: