A Comparison of the Academic Achievement of Seventh-Day Adventist Elementary Students by School Type: The Influence of Teacher, Student, Parent, and School Variables

Autor/in	White, Denise Sue
Titel	A Comparison of the Academic Achievement of Seventh-Day Adventist Elementary Students by School Type: The Influence of Teacher, Student, Parent, and School Variables
Quelle	(2009), (156 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, La Sierra University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-3479-8
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Parochial Schools; One Teacher Schools; Small Schools; School Size; Influences; Academic Achievement; Reading Achievement; Science Achievement; Social Studies; Language Arts; Mathematics Achievement; Information Literacy; Institutional Characteristics; Student Characteristics; Parents; Family Characteristics; Teacher Characteristics; Interaction; Scores; Student Surveys; Teacher Surveys; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Konfessionsschule; Einlehrerschule; School; Schools; Schule; Influence; Einfluss; Einflussfaktor; Schulleistung; Leseleistung; Gemeinschaftskunde; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Informationskompetenz; Eltern; Interaktion; Schülerbefragung
Abstract	Enrollment in Seventh-day Adventist (SDA) schools is declining as is the number of schools and teachers. While there could be many reasons for this, one perception of SDA schools, held by parents, teachers, pastors, and school board members, is that students enrolled in schools with one, two, or three teachers do not achieve at the same rate as those in schools with four or more teachers. This study compares the academic achievement of students in grades three through eight in different types of schools (designated by number of teachers) and the interaction of teacher, student, parent, and school variables with school type. Data from the CognitiveGenesis research study, including student, parent, teacher, and administrator surveys and Iowa Test of Basic Skills (ITBS) test results, were used in this analysis. Results indicated that there were no significant differences in student achievement in reading, science, and social studies among the school types. Students in one-teacher schools had significantly higher achievement than did students in the other three school types in the following areas: language arts, mathematics, sources of information, and the composite score and the effects were consistent across grades three through eight. The differences were small. There were nine significant interactions between school type and student, parent, teacher, and school characteristics on achievement. In the few areas where there was interaction between school type and student and teacher characteristics, the interaction was relatively small. Seventh-day Adventist educators are encouraged to share the finding that while there were differences in achievement among the four school types, and small schools do as well or better academically than larger schools, these differences were small. [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