A Descriptive Analysis of the Effects of School, Teacher, and Student Level Factors on Student Achievement of High-Performing and Low-Performing High-Needs, Secondary Schools in the Delta Region of Mississippi

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Autor/in	Harris, Lorita L.
Titel	A Descriptive Analysis of the Effects of School, Teacher, and Student Level Factors on Student Achievement of High-Performing and Low-Performing High-Needs, Secondary Schools in the Delta Region of Mississippi
Quelle	(2010), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delta State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-2908-5
Schlagwörter	Hochschulschrift; Dissertation; Feedback (Response); Educational Strategies; Classroom Techniques; Secondary Schools; Parent Participation; Academic Achievement; High Achievement; Low Achievement; Classification; Parent School Relationship; Administrator Attitudes; Surveys; Eligibility; Lunch Programs; Teacher Attitudes; Comparative Analysis; Statistical Analysis; Teaching Methods; Institutional Characteristics; Family Environment; Faculty Development; Intelligence; Prior Learning; Student Characteristics; Teacher Characteristics; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrstrategie; Klassenführung; Sekundarschule; Elternmitwirkung; Schulleistung; Unterdurchschnittliche Leistung; Classification system; Klassifikation; Klassifikationssystem; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Survey; Umfrage; Befragung; Eignung; Mittagessen; Lehrerverhalten; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Familienmilieu; Intelligenz; Klugheit; Vorkenntnisse
Abstract	The purpose of this study was to investigate, analyze, and document the differences in school, teacher, and student-level factors as perceived by administrators and teachers in high and low-performing, high-needs secondary schools in the Delta region of Mississippi. A modified version of Marzano's (2003) "What Works in Schools" survey was sent to two groups including personnel from 31 school districts including 67 high-needs (as measured by a minimum of 50 percent of students eligible for free and reduced lunch) secondary schools. One-hundred sixty-nine (56 percent) surveys were returned of which 69 percent were from teachers and 31 percent from administrators. Responses represented personnel from both low-performing (86) and high-performing (83) schools (as measured by the state's classification system based upon academic achievement and growth). Data from the participants were compared on each of the 11 factors identified by the survey in three categories using four independent t tests and eight tests of "one-way analysis of variance (ANOVA)". Those 12 tests yielded the following results: nine rejected and three failed to reach significance null hypotheses. For each of the 66 items on the survey low and high-performing, high-needs schools' educators were asked, "To what extent do we engage in this behavior or address this issue in my school?" The survey's four-point Liken scale allowed respondents to answer not at all, very little, somewhat, and to a great extent. Statistically significance differences were found between the two groups on the teacher-level factors; however, no statistically significant differences were found between the two groups on the school-level and student-level factors. Among the two groups, parental involvement (school-level), instructional strategies (teacher-level), and home environment (student-level) were the least existent and relevant factors relative to student achievement of high-needs secondary schools in the Delta region of Mississippi. Those findings possibly validate the need for training and professional development for parents/students and leaders/teachers as past research noted that those variables have the greatest impact on student academic achievement. In addition, personnel from the low-performing schools placed the least existence and relevance on a guaranteed and viable curriculum which has been cited by past researchers as having the most impact on student achievement of all 11 factors. Both groups engaged in and addressed challenging goals and effective feedback (school-level), classroom management (teacher-level), and learned intelligence/background knowledge (student-level). Those variables have been cited as most in existence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10