This transitional period is particularly difficult Small learning community dissertation some students for the reasons described further below, but the important point is that a difficult transition can result in academic difficulty that spans the entire course of high school for the student if the student is indeed retained in high school until graduation at all.
Download this Dissertation in word format. Qualitative and quantitative data will be used for comparison of Small learning community dissertation differences in academic achievement retention of ninth-grade students.
The limited amount of research concerning student transitions to high school has been primary restricted to young people entering Small learning community dissertation high school; these studies have generally identified negative consequences such as decreases in self-esteem and participation in school activities, and increases in feelings of anonymity among students entering junior high school Isakson and Jarvis.
The Impact of a Freshman Academy on Ninth Grade Student Achievement Many factors affect the transition of the individual into the environment of the high school including peer-pressure, multi-age classrooms, increased responsibilities, more strenuous coursework, part-time jobs, family obligations, athletic participation as well as other extra-curricular activities.
Indeed, in an era of high-stakes testing regimens where high school students are required to pass a rigorous battery of tests in order to graduate, these pressures may appear to be overwhelming for students who are already struggling or who are in an emotional state of shock as a result of their new and more demanding environment.
There have been some gender differences identified in some studies, though, with males reporting more school problems, while females have reported more problems with interpersonal relations in the studies to date; consequently, adaptive coping strategies on the part of the adolescent will likely be important when faced with such stressors but this area remains better described than understood in the scholarly literature to date and more research is needed Isakson and Jarvis.
Toward this end, this study intends to conduct research in order to determine the degree to which small learning communities, and in this case the Freshman Academy, has upon the academic achievement of ninth-grade students at a small rural high school in Central Florida.
Academic interventions including small learning communities decrease the risk of academic failure and high school attrition. As these authors point out, "Regardless of gender, examining stressors adolescents experience as they enter high school and coping strategies employed remains an important area to consider.
The importance of this study is the knowledge it will add to existing knowledge in the subject area of ninth-grade student transition and the impacts that small learning communities have upon academic achievement of students and the retention of students in high school until graduation.
Transition Facts Research has indicated that a successful transition of the middle school student into the ninth-grade is a specific milestone in the life of a student. Academic interventions including small learning communities decrease the risk of academic failure and high school attrition.
It is the graduate student lounge where learners from all stages of the program can connect, interact, and collaborate, and those in Years 2, 3, or beyond can give advice and tips to those in the early stages of the doctoral journey. Experiences that result in students failing to remain in school which occur in the ninth-grade year include the inability of the student to establish a feeling of connectedness with the school or to properly correlate the idea of the amount of time and effort required in order to achieve academic success.
The methodology of this study will be both of a qualitative and a quantitative nature in order to determine the success of the Freshman Academy in increasing student achievement, overall level of satisfaction, and attendance in the ninth grade.
According to Isakson and Jarvis, "Overall, teacher expectations and demands may also increase, creating the need for adjustments on the part of the student.
The vast majority of the studies to date seem to rely on tried-and-true approaches to helping students make the transition, including more individualized attention and increased teacher involvement, but many of these studies simply ignore the need for additional parental involvement or only address it tangentially, as if it was an afterthought rather than being an integral part of any comprehensive approach to providing young learners with the tools they will need to succeed.
Surveys of high school students have found that their main problems to be in the areas of school, parents, friends, and dating, findings that are congruent with the types of developmental adjustments adolescents typically encounter and the high school atmosphere itself Isakson and Jarvis.
Beyond the foregoing considerations, students entering high school may also experience significant changes in their lives from the perspective that there is increased pressure to perform well so that they can be successful after graduation compared to their junior high school experiences, whether that means going to college or getting a job Isakson and Jarvis.
According to Isakson and Jarvis, "The amount of time spent in school serves not only to educate students, but also to shape their social world, contributing to overall development.
In this regard, Isakson and Jarvis report that, "Increased emphasis on social interactions in high school may create an environment where fitting in and belonging serves as an added source of pressure.
Even here, though, there are some fundamental limitations to the existing body of knowledge concerning the transition to high school, especially in the United States. These researchers concluded that feelings of connectedness may be adversely affected in students as they make school transitions, but here again, this area remains understudied with regard to transitions to high school Resnick et al.
It is a Web-based scholarly network to which all doctoral learners gain access during the second course in their program of study.
According to these authors, the research that has been conducted over the past two decades or so regarding the transition to high school has also generally reported negative effects in terms of decreases in GPA, attendance, and extra-curricular participation Isakson and Jarvis.
Total level of social support was a significant independent predictor of academic achievement. It is just one of many dissertation resources that GCU makes available to learners and their dissertation committees.
It is a variety of small personal meeting rooms where learners in the dissertation phase meet to communicate regularly with their committees about the current state of their dissertation research.
Likewise, as Isakson and Jarvis emphasize, while some adverse outcomes have been clearly shown to be related to how well adolescents manage the transition to high school, there remains a gap in the existing body of literature concerning what specific stressors are Small learning community dissertation experienced by ninth graders and what coping strategies have been shown to be effective, if any.
In addition, they note that, "Anxiety concerning school procedures and the presence of older students, and initial transition problems in the larger high school were found, as well as decreased adjustment associated with life stress. Finally, the Freshman Academy assists the student in the transition into the ninth-grade and provides the students with a sense of belonging and being a part of the school climate, setting, and environment.
The limited amount of research concerning student transitions to high school has been primary restricted to young people entering junior high school; these studies have generally identified negative consequences such as decreases in self-esteem and participation in school activities, and increases in feelings of anonymity among students entering junior high school Isakson and Jarvis.
Data will also be gathered through a self-administered questionnaire distributed to all ninth-grade students at the end of the ninth-grade school year in order to obtain data in qualitative form regarding other effects of the Freshman Academy from the student's personal point-of-view.
This study demonstrated an ability to predict a very large amount of variance in freshman year cumulative academic achievement based on a brief and comprehensive assessment of students during their first week of classes.
These researchers concluded that feelings of connectedness may be adversely affected in students as they make school transitions, but here again, this area remains understudied with regard to transitions to high school Resnick et al.Each level or level course contained in the Learning Community will count toward your other degree requirements in communication, quantitative reasoning, the natural world, social sciences/culture, arts & humanities or physical education.
The small learning community (SLC), a specific type of professional learning community, represents an effort to improve the achievement of high school students by making the learning experience more personal. The smaller learning community (SLC) places students with a core group of teachers, as evaluated by Davis, Chang, Andrzejewski, & Poirier (), focusing on the importance of the relationship between teacher and student.
Small Learning Communities Dissertation or Thesis by write Small Learning Communities A research paper on the problems affecting ninth-grade students when entering high school and a program designed to address those problems. the effect of small learning communities on indicators of student progress a dissertation submitted to the faculty of the graduate school of the university of minnesota.
Dissertation Titles; Below are the ASU EDL Doctoral Program Dissertation Titles.
Each dissertation is available for check out at the ASU library. The Relationships Between Professional Learning Community Practices in High Poverty Elementary Schools .Download