School improvement programs -- United States -- Evaluation
Subject
Subject Source: Library of Congress Subject Headings
Found in 7 Collections and/or Records:
Beyond teaching: a commitment to social and emotional learning at the elementary level, 2020
Item — Call number MU Thesis Bev
Identifier: b7930093
Abstract
Todays schools are increasingly multicultural and multilingual, with students from diverse social and ecnomomic backgrounds. Educators serve students with different motivations for engaging in learning, behaving positively, and performing academically (Weisberg, 2016). Raising knowledgeable, responsible, and caring children can be enhanced by thoughtful, sustained, and systematic attetion to children's social and emootional learning (SEL). The purpose of this program evaluation was to...
Dates:
2020
Found in:
Monmouth University Library Archives
Improving chronic absenteeism : a mentor/intervention program evaluation to improve attendance and academic performance, 2020
Item — Call number MU Thesis Sas
Identifier: b7930245
Abstract
Poor student attendance is a leading indicator of future school difficulties, including low achievement, increased discipline issues, and a greater chance of dropout. In addition to individual declines, school culture can feel the effects of chronic absenteeism through student and teacher frustration and lower school morale. The purpose of this study is to assess the impact of an intervention/mentoring program designed to improve school attendance and academic performance. Students worked...
Dates:
2020
Found in:
Monmouth University Library Archives
Lost in transition : closing the personalized learning gap, 2019
Item — Call number MU Thesis Hes
Identifier: b7929309
Abstract
Authentic learning opportunities that engage students, promote student agency, and encourage individual strengths and interests are increasingly practiced in schools. However, learning opportunities for all students remain inconsistent and scattered. Very few studies report how schools navigate the shift from traditional models of instruction to personalized ones. The purpose of this participant-oriented study was to explore a possible solution to reduce the personalized learning gap and...
Dates:
2019
Found in:
Monmouth University Library Archives
No child left behind as a rhetorical situation : 'accountability and flexibility' will leave schools behind, 2013
Item — Call number MU Thesis Mor
Identifier: b5596271
Scope and Contents
From the Collection:
The collection consists of theses written by students enrolled in the Monmouth University graduate English program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Master of Arts or Master of Fine Arts degrees.
Students become eligible to pursue the Master of Fine Arts (M.F.A.) degree if they have obtained a Master of Arts (M.A.)...
Dates:
2013
Found in:
Monmouth University Library Archives
Student ambassador program of peer-mentoring among English language learners, 2021
Item — Call number MU Thesis Vil
Identifier: b7930734
Abstract
As the percentage of immigrants in the United States continues to grow, many immigrant students deal with different types of difficulties, and struggles. The challenges an Emergent Multilingual (ESL/ELL) student experiences when they arrive in the US, and when they walk in for the first time in an American school [sic]. The purpose of this qualitative study is to answer the question: What is the impact of peer-mentoring among Emergent Multilingual...
Dates:
2021
Found in:
Monmouth University Library Archives
The effect of student-led conferences on the metacognitive skills of elementary school students, 2019
Item — Call number MU Thesis Bei
Identifier: b7929542
Abstract
Within this study, student-led conferences were used as a framework to structure the authentic instruction and practice of metacognitive skills. The importance of metacognition and its effect upon student academic progress has been supported through research for several decades. Metacognitive skills such as planning, monitoring, and self-evaluation are essential for life success. These skills are routinely addressed within the framework of student-led conferences. In the months of...
Dates:
2019
Found in:
Monmouth University Library Archives
The effectiveness and impact of a kindergarten readiness program in closing the early childhood transitionary achievement gap, 2020
Item — Call number MU Thesis Jac
Identifier: b7930249
Abstract
Core academic skills acquired in preschool and applied in kindergarten are a strong predictor of future achievement. However, many children transition from preschool to kindergarten with a already-identified achievement gap that is magnified by additional factors such as learning environment and student expectations. Schools that advocate for transitionary readiness should folow systemic pillars to foster student success. These key characteristics provide necessary supports for children...
Dates:
2020
Found in:
Monmouth University Library Archives