Educational guidance; an experimental study in the analysis and prediction of ability of high school pupils, by Truman Lee Kelley.

Published also as thesis (Ph. D.)--Columbia University, 1914.

Teaching College Writing in a High School Setting: The Impact of Concurrent Enrollment on Teacher Learning and Practice

Thesis (Ph.D.)--University of Washington, 2016-06

Beliefs, practices, and interactions of teachers in a Japanese high school English department

This study reveals the school culture and the teachers' professional development activities in a Japanese high school learning environment. Furthermore, it documents the relationships among the context, teachers' beliefs, practices, and interactions. Using multiple data sources including interviews, observations, and documents of teachers from an English department, this yearlong study revealed these English as a Foreign Language teachers lacked many teacher learning opportunities in their context. The study revealed that teacher collaboration only reinforced existing practices, eroding teachers' motivation to learn to teach in this specific context. The study provides evidence to teacher educators about inservice teachers and their learning environment and the significance of the relationships between the two entities. (C) 2004 Elsevier Ltd. All rights reserved.

Effectiveness of peer counseling on high school students who failed two or more classes in a nine week quarter

The purpose of this study was to examine the effectiveness of peer counseling on high school students who have previously failed two or more classes in a nine week quarter.^ This study was constructed by comparing students who previously failed and were subsequently given peer counseling with a matched group of students who failed and did not receive peer counseling.^ To test the proposed research question, 324 students from a large urban school system were randomly chosen from a computer generated list of students who failed courses, matched on variables of number of classes failed, grade level and gender. One student from each matched pair was randomly placed in either the experimental or control group. 162 students from Group 1 (experimental) were assigned a peer counselor with their pair assigned to Group 2 (control). Group 1 received peer counseling at least 4 times during the third nine week academic quarter (Quarter 3) while Group 2 did not.^ The Grade Point Averages (GPA) for all students were collected both at the end of Quarter 2 and Quarter 3, at which time peer counseling was terminated. GPA's were also collected nine weeks after counseling was terminated.^ Results were determined by multiple regression, analysis of covariance and t-test. A level of significance was set at.05. There was significant increase in the GPA's of those counseled students immediately after peer counseling and also nine weeks after counseling was terminated, while the group not receiving peer counseling showed no increase. It was noted that there were significantly more school drop-outs from the non-counseled group than the counseled group. The number of classes failed, high school attended, grade level and gender were not found to be significant.^ The conclusion from this study was that peer counseling does impact significantly on the GPA's of students experiencing academic failure. Recommendations from this study were to implement and expand peer counseling programs with more failing students, continue counseling for longer than one quarter, include students in drop-out programs and students from different socio-economic and racial backgrounds, and conduct subsequent evaluation. ^

The effects of Chinese painting appreciation education on the artistic achievement of junior high school students in Taiwan

For the Chinese, fine art is one of the most important items in human life. The goals of fine arts education enhance the student so that s/he can make reasonable judgments about work, gain knowledge of color and understand the process of designing environmental layouts. Related technique and creativity training are offered students in accordance with individual differences and social expectations.^ Traditionally, Taiwan's junior high school fine art program teaches mainly painting technique. The Ministry of Education in Taiwan determines the curriculum of junior high school fine art education. The purpose of this study was to determine the effects of teaching Chinese painting appreciation on the artistic achievements of junior high school students in Taiwan. The subjects were seventh grade students who had never learned Chinese painting before. Two classes were randomly chosen from each target school and were designated as the experimental or control group. Instruction in all groups was delivered by the researcher himself. At the end of the study, data about subjects' related knowledge, creative technique, and feeling toward Chinese painting were systematically collected and analyzed.^ The result of the study was that students in the experimental group were more motivated to learn Chinese painting than were the students in the control group. Students in the experimental group made better progress in the development of creative skill, had better critical ability, and demonstrated better performance in Chinese painting form, set up, stroke and color of related knowledge than did students in the control group. It was therefore concluded that Chinese painting appreciation education can promote better artistic achievement and that this approach should be used in other areas of art education. ^

The effect of vocational education on high school students in a large urban multicultural school district

The completion of and graduation from high school is a major problem that must be resolved. A 6% random sample of the students (1,059) who were in the 9th grade in Miami-Dade Public Schools, a large urban school district, September 1992, were selected for this study. The sample was divided into 2 groups, advanced academic and general track students. Each group was then divided into vocational and non-vocational. A causal comparative design was used to evaluate the results for graduate vs. non-graduate. The indicators were the program of study, attendance, standardized test scores, grade point average, ethnicity and gender. It was found that both advanced academic and general track students had significantly higher graduation rates at the .01 level when a vocational education program was part of their studies. All of the other indicators did not show any significant differences. If we arc to improve students educational outcomes and reduce the dropout rate, vocational education should be part of every student's education.^

Academic performance of college students in financial management and related prerequisite courses: A comparison of senior high school and commercial high school graduates attending Tamsui Oxford University College in Taiwan

In Taiwan, the college freshmen are recruited graduates of both senior high school and senior vocational school. The Ministry of Education (MOE) of the Republic of China prescribes the standards of curriculum and equipment for schools at all levels and categories. There exists a considerably different curriculum arrangement for senior high schools and vocational high schools in Taiwan at the present time. The present study used a causal-comparative research design to identify the influences of different post-secondary educational background on specialized course performance of college business majors. ^ The students involved in this study were limited to the students of four business-related departments at Tamsui Oxford University College in Taiwan. Students were assigned to comparison groups based on their post-secondary educational background as senior high school graduates and commercial high school graduates. The analysis of this study included a comparison of students' performance on lower level courses and a comparison of students' performance in financial management. The analysis also considered the relationship between the students' performance in financial management and its related prerequisite courses. The Kolb Learning Style Inventory (LSI) survey was administered to categorize subjects' learning styles and to compare the learning styles between the two groups in this study. The applied statistical methods included t-test, correlation, multiple regression, and Chi-square. ^ The findings of this study indicated that there were significant differences between the commercial high school graduates and the senior high school graduates on academic performances in specialized courses but not in general courses. There were no significant differences in learning styles between the two groups. These findings lead to the conclusion that business majors' academic performance in specialized courses were influenced by their post-secondary educational background. ^

English language learners and standardized testing in an urban senior high school

The primary purpose of this study was to examine the influences of literacy variables on high-stakes test performance including: (a) student achievement on the Metropolitan Achievement Test, Seventh Edition (MAT-7) as correlated to the high-stakes test such as the FCAT examination and (b) the English language proficiency attained by English Language Learners (ELL) students when participating in, or exiting from English Speakers of Other Languages (ESOL) program as determined by the Limited English Proficient (LEP) committee. ^ Two one-sample Chi-square tests were conducted to investigate the relationship between passing the MAT-7 Reading and Language examinations and the FCAT-SSS Reading Comprehension and FCAT-NRT examinations. In addition, 2x2 Analyses of Variance (ANOVAs) were conducted to address the relationship between the time ELL students spent in the ESOL program and the level of achievement on MAT-7 Reading and Language examinations and the FCAT-SSS Reading Comprehension and FCAT-NRT. ^ Findings of this study indicated that more ELL students exit the program based on the LEP committee decisions than by passing the MAT-7. The majority of ELL students failed the 10th grade FCAT, the passing of which is needed for graduation. A significant number of ELL students failed, even when passing the MAT-7 or being duly exited through the decision of the LEP committee. The data also indicated that ELL students who exited the ESOL program in six semesters or fewer had higher FCAT scores than those who exited the program in seven semesters or more. The MAT-7 and the decision of the LEP committee were shown to be ineffective as predictors of success on the FCAT. ^ Further research to determine the length of time a student in the ESOL program uses English to read, write, and speak should be conducted. Additionally, the development of a new assessment instrument to better predict student success should be considered. However, it should be noted that the results of this study are limited to the context in which it was conducted and does not warrant generalizations beyond that context. ^