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- All Subjects: Academic Achievement
- Creators: Eisenberg, Nancy
- Creators: Spencer, Dee A.
- Resource Type: Text
Description
The purpose of this study was to examine the attitudes and opinions of Navajo students toward the Navajo language and culture programs within the schools they were attending. Although in the final year of the No Child Left Behind, a majority of the 265 schools on and near the Navajo reservation have not been making Adequate Yearly Progress, a concern for the parents, teachers, administrators, school board members, and the Navajo Nation. The study entailed conducting a survey at five schools; three of which were not meeting the requirements of the No Child Left Behind. The purpose of the survey instrument (27 questions) administered to the students at the five schools was to examine their attitudes and opinions as to participating in Navajo language and culture programs, to determine if the programs assisted them in their academic achievements, and to examine whether these programs actually made a difference for schools in their Adequate Yearly Progress requirement Approximately 87% of 99 Navajo students, 55 boys and 58 girls, ages 9 through 14, Grades 3 through 8, who lived off the reservation in Flagstaff, Arizona and Gallup, New Mexico, and took the survey knew and spoke Navajo, but less fluently and not to a great extent. However, the students endorsed learning Navajo and strongly agreed that the Navajo language and culture should be part of the curriculum. Historically there have been schools such as the Rock Point Community School, Rough Rock Demonstration School, Borrego Pass Community School, and Ramah Community School that have been successful in their implementation of bilingual programs. The question presently facing Navajo educators is what type of programs would be successful within the context of the No Child Left Behind federal legislation. Can there be replications of successful Navajo language and culture programs into schools that are not making Adequate Yearly Progress?
ContributorsTsosie, David J (Author) / Spencer, Dee A. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Koerperich, Robbie (Committee member) / Arizona State University (Publisher)
Created2013
Description
Researchers who have previously explored the relation of broad-based temperamental approach constructs, such as surgency/extraversion, exuberance, or behavioral approach sensitivity, to academic competence (AC) in early elementary school have often found conflicting results. Moreover, few researchers have examined the interaction between these approach reactivity constructs and effortful control (EC) in the prediction of AC. The goal of the current study was to examine the fine-tuned relations of different aspects of temperamental approach reactivity in early childhood (42 and 54 months; N=223), such as impulsivity, frustration, and positive affect, as well as EC, to AC during early elementary school (72 and 84 months). Examining the complex relations may clarify the literature using broad-based approach reactivity constructs. Temperament was observed in the laboratory when children were 54 months of age. Mothers and caregivers also reported on children's impulsivity at 42 and 54 months. School-related behavioral adjustment was reported by children, mothers, and teachers, and GPA was reported by teachers at 72 and 84 months. The results of the study indicated that positive affect, EC, and receptive language ability were the only unique direct predictors of school adjustment and/or GPA. Without EC in the model, only positive affect and vocabulary predicted AC. Frustration, positive affect, and impulsivity each interacted with EC to predict AC outcomes, such EC was only related to higher AC for children with high impulsivity or anger, or low positive affect. Additionally, positive affect and impulsivity interacted to predict GPA, such that impulsivity was positively related to GPA for children with high positive affect, but it was negatively, albeit nonsignificantly, associated with GPA for children with low positive affect. These results were found to be similar for boys and girls. Finding are discussed in terms of the developmental importance of early EC for academic competence for children who have high approach reactivity, as well as the interactive effects of dimensions of approach reactivity on academic achievement.
ContributorsVanSchyndel, Sarah (Author) / Eisenberg, Nancy (Thesis advisor) / Spinrad, Tracy L. (Committee member) / Valiente, Carlos (Committee member) / Arizona State University (Publisher)
Created2014
Description
Much has been written regarding the dire educational state of most schools in rural America. This case study profiles two elementary school principals (preK-6) in rural New Mexico whose schools achieved adequate yearly progress (AYP) for the 2009-10 school year. The focus of this study centered on specific characteristics of the school cultures addressed by the principals, and instructional best practices routinely incorporated by teachers into the daily curricular program that have produced successful student outcomes and earned each of their schools AYP standing for the 2009-10 academic year. The methodology used to determine research findings was performed in three parts: Principals of AYP rural New Mexico schools were asked to complete an online survey on educational leadership according to the standards and functions of the Interstate School Leadership Licensure Consortium (ISLLC). The respondents chose either Almost always, To a considerable degree, Occasionally, Seldom, or Never according to the degree they deemed the leadership function necessary to the successful operations of their schools. The survey results were arranged into tables preceded with explanations and statistical analysis. Interviews were conducted with the two rural elementary school principals along with selected teachers and parents from each school. The researcher made on-site visitations and kept notes of the observations and interactions with staffs from each school. The main findings of the study arose from the results of the surveys and interviews conducted with individuals from the two focus schools. The researcher arranged data according to the leadership categories that emerged from the interviews. The survey results were divided into two categories: favorable (Almost always and To a considerable degree) and unfavorable (Occasionally, Seldom, and Never categories). The results for each leadership standard and related function were reported in terms of statistical significance according to frequency counts in the two categories. Finally, there is a review of current literature focused on principles of educational leadership and rural education, demographic information about the profiled schools, and conclusions with further recommendations for future studies.
ContributorsTom, Deborah F (Author) / Humphreys, Jere T. (Thesis advisor) / Spencer, Dee A. (Committee member) / Appleton, Nicholas A. (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT The present study was designed to examine factors that led to the academic success of two rural secondary schools in New Mexico. The primary focus was on the characteristics and behaviors of leaders in two high-achieving rural schools and how these factors might have contributed to achievement of Adequate Yearly Progress (AYP) in school year 2009-10. The secondary focus of the study concentrated on the characteristics of the rural environment of the schools and what role, if any, school location might have contributed to AYP. Of the approximately 820 public schools in New Mexico, 42 (30%) of secondary schools designated as "rural" achieved AYP in 2009-10. 2 of the 42 secondary schools, were selected for the study. Tara High School and Twelve Oaks Middle School, located in separate New Mexico villages, were identified as achieving the AYP in the 2009-10 school year through demographic and statistical data collected primarily from the New Mexico Public Education Department. The location of the two rural secondary schools along with the willingness of their principals to participate met the research criteria for being a descriptive case study to define any causal relationships between leadership practices and rural settings that resulted in achieving the AYP for student achievement. The researcher conducted interviews regarding leadership with two rural school principals, twelve secondary teachers, and seven parents. There was no direct contact with students in the study. Additionally, the researcher conducted on-site observations of both schools and conducted an on-line leadership survey for principals of the two rural schools and an additional 8 principals for data purposes only. Among the 3 data sets, the researcher found that there was complete unanimity as to the common characteristics of high-achieving schools located in rural communities influencing student achievement: culture, motivation, instructional leadership, empowerment, school leadership, trust, and community involvement. The twelve teachers and seven parents were unanimous that the two principals maintained a positive demeanor, visibly demonstrated care, supported and openly dialogued with the teachers to make their own classroom decisions, maintained an open-door policy, and modeled professional behavior.
ContributorsIron Moccasin, Shawl D (Author) / Humphreys, Jere T. (Thesis advisor) / Appleton, Nicholas A. (Committee member) / Spencer, Dee A. (Committee member) / Arizona State University (Publisher)
Created2012
Description
The present study tested 1) whether children’s bedtimes, wake times, and sleep
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
durations change as they transition into kindergarten (TtoK), 2) if changes to children’s
sleep schedules were contingent on their pre-kindergarten (T1) napping status and if T1
bedtimes were related to fall (T2) and spring (T3) bedtimes and durations, and 3) whether
T1 sleep, changes to sleep from T1 to T2, and concurrent sleep quality were related to
academic achievement and participation in 51 kindergarteners. It was hypothesized that
1) wake times would be earlier and sleep duration would be shorter during kindergarten
(T2 and T3) than at T1, 2) children who napped at T1 would go to bed later and have
shorter sleep duration than their non-napping peers and T1 bedtimes would be positively
associated with T2 and T3 bedtimes and negatively associated with T2 and T3 durations,
and 3) more optimal sleep (e.g., consolidated, consistent, and high quality) would be
positively related to academic achievement and participation. Parents reported on
children’s bedtimes, wake times, and nap lengths during T1, T2, and T3. During T3
children wore actigraphs for five consecutive school nights and completed the Woodcock
Johnson tests of achievement (WJ-III). Teachers also reported on children’s participation
in the classroom during T3. Results demonstrated that bedtimes and wake times were
earlier at T2 and T3 than T1. Duration was shorter at T2 and T3 than T1. Additionally,
napping was unrelated to bedtimes and durations, but T1 bedtime was positively related
to T2 and T3 bedtimes and negatively related to T2 and T3 durations. Finally, T1 nap
length, change in bedtimes, and Actigraphy duration were negatively related to
participation. Actigraphy onset variability was positively related to participation.
ContributorsBerger, Rebecca Hilary (Author) / Valiente, Carlos (Thesis advisor) / Eisenberg, Nancy (Committee member) / Doane, Leah (Committee member) / Arizona State University (Publisher)
Created2015
Description
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
ContributorsScheller, Sara Matheson (Co-author) / Johnson, Benjamin (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
ContributorsJohnson, Benjamin Howard (Co-author) / Scheller, Sara (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Department of Psychology (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Although researchers often conceptualize shyness as stable across different situations (e.g., Rubin, Coplan, & Bowker, 2009), evidence has suggested that shyness may consist of situation-specific components (e.g., Asendorpf, 1990a; 1990b; Gazelle & Faldowski, 2014; Xu & Farver, 2009). This study was aimed at developing a systematic measurement tool for situational shyness in adolescence, as well as examining the relations between situational shyness and other popular measures of shyness and between situational shyness and adjustment. A sample of Chinese adolescents (N = 492) from an urban school participated in the study during 7th (T1) and 8th (T2) grades. Adolescents self-reported their situational shyness using a new measure of hypothetical scenarios, as well as their general shyness, anxious shyness, regulated shyness, depressive symptoms, and loneliness. Peers reported adolescents’ general and conflicted shyness, and popularity and peer rejection. The school provided records of their academic achievement (exam scores).
Exploratory and confirmatory factor analyses of the situational shyness measure consistently supported that shyness in the hypothetical scenarios can be separated into three components: shyness with familiar peers, shyness with unfamiliar peers, and shyness in formal situations. These components had differential associations with other measures of shyness. Self-reported general and anxious shyness were related consistently to shyness with unfamiliar peers and in formal situations, and occasionally to shyness with familiar peers. Self-reported regulated shyness was not related to self-reported shyness in any situation. Peer-reported conflicted shyness was associated with shyness with familiar and unfamiliar peers, whereas peer-reported general shyness was associated with shyness with unfamiliar peers and in formal situations. Moreover, situational shyness showed differential relations to maladjustment. Shyness with familiar peers was associated positively with maladjustment in multiple domains, especially academic and peer difficulties. Shyness with unfamiliar peers and shyness in formal situations, in contrast, were associated primarily with internalizing problems. In addition, shyness with unfamiliar peers and in formal situations occasionally related to positive adjustment, suggesting shyness in specific situations may still be protective in contemporary urban China. The findings provided new evidence that the correlates of shyness depend on the situation in which shyness occurs, and may inform future intervention programs.
Exploratory and confirmatory factor analyses of the situational shyness measure consistently supported that shyness in the hypothetical scenarios can be separated into three components: shyness with familiar peers, shyness with unfamiliar peers, and shyness in formal situations. These components had differential associations with other measures of shyness. Self-reported general and anxious shyness were related consistently to shyness with unfamiliar peers and in formal situations, and occasionally to shyness with familiar peers. Self-reported regulated shyness was not related to self-reported shyness in any situation. Peer-reported conflicted shyness was associated with shyness with familiar and unfamiliar peers, whereas peer-reported general shyness was associated with shyness with unfamiliar peers and in formal situations. Moreover, situational shyness showed differential relations to maladjustment. Shyness with familiar peers was associated positively with maladjustment in multiple domains, especially academic and peer difficulties. Shyness with unfamiliar peers and shyness in formal situations, in contrast, were associated primarily with internalizing problems. In addition, shyness with unfamiliar peers and in formal situations occasionally related to positive adjustment, suggesting shyness in specific situations may still be protective in contemporary urban China. The findings provided new evidence that the correlates of shyness depend on the situation in which shyness occurs, and may inform future intervention programs.
ContributorsAn, Danming (Author) / Eggum-Wilkens, Natalie D (Thesis advisor) / Spinrad, Tracy L (Committee member) / Eisenberg, Nancy (Committee member) / Lemery-Chalfant, Kathryn (Committee member) / Arizona State University (Publisher)
Created2019