Academic Optimism In High Schools
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Academic Optimism In High Schools
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Author : Margaret Duffy-Friedman
language : en
Publisher:
Release Date : 2007
Academic Optimism In High Schools written by Margaret Duffy-Friedman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Academic achievement categories.
This study contributes to the research foundation of academic optimism (Hoy, Tarter & Woolfolk Hoy, 2006) through incorporating the following three aims: to determine the relationship between academic emphasis, collective efficacy, faculty trust in students and parents, and academic optimism; to explore the relationship of academic optimism with state student achievement and Adequate Yearly Progress (AYP) standards; and to identify the practices in schools that demonstrate academic emphasis, faculty trust in students and parents, and collective efficacy that comprise academic optimism. Qualitative and quantitative methods were utilized to collect quantitative survey data and qualitative interview data on academic emphasis, collective efficacy and faculty trust in students and parents from teachers and principals in one high and one lower performing Midwestern high school, as identified by state and federal standard mandates. This study provides an opportunity to describe how the construct of academic optimism, also linked to student achievement, translates into practice in the high school setting.
A Positive Force
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Author : Kathryn Yawin Veronesi
language : en
Publisher:
Release Date : 2012
A Positive Force written by Kathryn Yawin Veronesi and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Academic achievement categories.
Research on academic optimism and school practices has shown a positive correlation with student achievement at the high school level. Academic optimism includes the school properties of collective efficacy, academic emphasis, and faculty trust. School practices include various endeavors that involve staff and impact student performance. This study examines both concepts and academic achievement in five high schools. Findings are that the schools that demonstrate the highest level of academic achievement also have clearly delineated processes for school practice and are able to articulate them. Those schools with the highest measured student achievement also scored highest on the school practice measures that measured schools' use of goal setting, improvement strategies, common meeting time content and structure related to the Professional Learning Community structure. Effective school practice activities could produce positive outcomes in student performance.
Faculty Sense Of Academic Optimism And Its Relationship To Students Achievement In Well Performing High Schools
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Author : Michael Tyrone Cromartie
language : en
Publisher:
Release Date : 2013
Faculty Sense Of Academic Optimism And Its Relationship To Students Achievement In Well Performing High Schools written by Michael Tyrone Cromartie and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Academic achievement categories.
Relationships Among Perceptions Of Professional Learning Communities School Academic Optimism And Student Achievement In Alabama Middle And High Schools
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Author : Amanda Hitson Cassity
language : en
Publisher:
Release Date : 2012
Relationships Among Perceptions Of Professional Learning Communities School Academic Optimism And Student Achievement In Alabama Middle And High Schools written by Amanda Hitson Cassity and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Electronic dissertations categories.
The purpose of this study was to examine relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools. Quantitative data were collected through online surveys and hard copy surveys during the spring of 2012. The study was driven by research questions involving the relationship between teachers' and principals' perceptions that their school is a learning community and the level of academic optimism in those schools; the relationship between teachers' and principals' perceptions their school is a learning community and the level of student achievement; the comparison of school levels with teachers' and principals' perceptions; and the joint contribution of the perceptions of professional learning communities (PLCs) and academic optimism on student achievement. Two surveys were used: the School Professional Staff as Learning Community Questionnaire (SPSLCQ) and the School Academic Optimism Survey (SAOS), measuring participants' perceptions of their schools as learning communities and participants' perceptions of the level of academic optimism at their schools, respectively. Seven hundred three teachers and administrators from 59 schools across the state of Alabama were surveyed. Data were compared using correlations, t-tests, and regression analyses. Results confirmed findings from prior research regarding the relationship between academic optimism and student achievement. In addition, evidence showed that there is a positive, significant correlation between the perceptions of PLCs and academic optimism. Results of this study give school leaders tools with which to address the factors that lead to improved teacher efficacy and academic emphasis and thus increased student achievement.
Revealing Academic Optimism In A High Achieving Middle School
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Author : Lynn Ellen Pikero
language : en
Publisher:
Release Date : 2015
Revealing Academic Optimism In A High Achieving Middle School written by Lynn Ellen Pikero and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Electronic books categories.
This research investigated how one high achieving middle school staff demonstrated Academic Optimism as measured by the School Academic Optimism Scale (SAOS) and the Organizational Climate Description Questionnaire (Revised) for middle schools. Twenty-seven teachers from a chosen middle school participated in the study. Additionally, qualitative data and artifacts were collected and analyzed to provide an in-depth examination and understanding. The findings uncovered a misalignment among the data sources. While the qualitative data suggested a higher than average level of Academic Optimism, student achievement data steadily declined during the three years under investigation, as did the school STAR rating. Additionally, survey results revealed that teachers perceived a lower than average level of Academic Optimism. In a high achieving school, it would be supposed that all data are in alignment, a high degree of Academic Optimism should be reflected on the surveys and the qualitative data, which is related to an increase in student achievement scores. This misalignment could be attributed to one overriding factor, the adoption of the Common Core Standards in Year Two of the study. Upon further examination, the adoption of the Common Cores Standards by the state, conflicting messages as perceived by the staff concerning academic achievement, and various school policies and programs which did not appear to reflect the aggressive stance of the school improvement plan or mission statement regarding student achievement, may have contributed to the discord in the data. A mixed methodological examination of both qualitative and quantitative data provided a comprehensive understanding of what was occurring at the school.
The Development And Implementation Of Academic Optimism And Parent Involvement
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Author : Melissa Anita Scott
language : en
Publisher:
Release Date : 2016
The Development And Implementation Of Academic Optimism And Parent Involvement written by Melissa Anita Scott and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with Electronic dissertations categories.
The development and implementation of academic optimism and parent involvement were studied. The purpose of this study was to fill in the gaps in the literature regarding how academic optimism and parent involvement is formed in secondary schools, specifically middle school, and examine the connection between teacher academic optimism, parent trust, and parent involvement in one middle school in Northeast Alabama. The participants in the study included teachers currently employed at the school and parents of currently enrolled seventh and eighth grade students in the school. The Teacher Academic Optimism Scale (Fahy, Wu, & Hoy, 2010), the Parent Trust in Schools Scale (Forsyth & Adams, 2004), and the Parental Involvement Scale along with teacher and parent focus group interviews were utilized to collect data. Through a qualitative method of research, the researcher conducted an analysis of the data. The surveys were used to determine levels of academic optimism among teachers in the school, parent trust, and parental involvement in the school. Survey results revealed that even though teacher academic optimism in the school was average and parent involvement was somewhat low, parent trust was high. Focus group interviews were used to collect data on teacher and parent perceptions of academic optimism, parent trust, and parent involvement. From these data, three important themes emerged: the importance of communication and trust, the importance of supportive environments, and the importance of relationships. The findings in this study determined that there is a connection between academic optimism and parent involvement. It also offers implications for development and implementation of academic optimism and parent involvement in a middle school.
Teacher Academic Optimism
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Author : Katherine R. Little
language : en
Publisher:
Release Date : 2011
Teacher Academic Optimism written by Katherine R. Little and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Teachers categories.
This study was designed to determine if a valid and reliable instrument could be designed to determine if there is a significant difference between teacher academic optimism and students' perceptions of the academic optimism of their teachers. A measurement scale, Teacher Academic Optimism Scale-Student Perspective (TAOS-SP), was administered to a census sample of 1,978 United States, Midwestern, suburban middle and high school students. A Teacher Academic Optimism-Teacher Perspective (TAOS-TP) scale was administered to a census sample of 132 middle school and high school teachers of the same population. The scales were designed in parallel format with questions posed from the student and teacher perspectives, respectively. ... Factor analysis of both the TAOS-SP and TAOS-TP responses yielded pattern matrices that aligned to the theoretical structure hypothesized in the literature. T-tests of independent means revealed a significant level of difference between teachers and students perceptions in two of the three factors, teacher efficacy and academic emphasis, for the entire study sample (grades 6-12) as well as the two disaggregated groups, middle school (grades 6-8), and high school (grades 9-12). For the third factor, trust in parents and students, there was not a significant difference in the means for the grades 6-12 and grades 9-12 groups; however the disaggregated middle school group means demonstrated a significant difference.
The Relationship Between Academic Optimism And Alabama S Accountability Measures In A Selection Of Title I High Schools In Alabama
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Author : Shayla Crenshaw McCray
language : en
Publisher:
Release Date : 2022
The Relationship Between Academic Optimism And Alabama S Accountability Measures In A Selection Of Title I High Schools In Alabama written by Shayla Crenshaw McCray and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with Electronic dissertations categories.
With school systems facing a trend of accountability mandates, the need for an evidence-based construct that subdues socioeconomic status has grown. Indeed, academic optimism has been proven to prevail over socioeconomic status. Academic optimism consists of uniting three reciprocal properties: collective efficacy, faculty trust of students and parents, and academic emphasis. There has been a tremendous need to examine the relationship between academic optimism and student achievement in high schools in Alabama. Alabama's high schools have been identified most frequently on the Failing Schools List and generally possess lower Alabama State Department of Education Report Card scores in comparison to elementary and middle schools. This quantitative study examined the relationship between academic optimism and the Failing Schools List. This study also examined the relationship and independent contributions between academic optimism and a segment of the Alabama State Department of Education's Report Card Indicators for high schools: career readiness scores (CCR), graduation rate, and student achievement (11th graders' math and ELA ACT with Writing scores - 2019) in selected Title I high schools throughout Alabama. The School Academic Optimism Survey (SAOS) was distributed to teachers in 60 Title I High schools. In regard to summative ACT-English Language Arts with Writing, the assumption of multicollinearity was not met. Also, there was not a significant independent contribution from any of academic optimism's subcomponents and the Failing Schools List, college and career readiness scores, graduation rate, and academic achievement on the summative ACT assessment. However, data analysis revealed a positive relationship between academic optimism and the Failing Schools List, despite socioeconomic status. A positive relationship existed between academic optimism and college and career readiness scores, graduation rate, and summative math ACT with Writing achievement scores. This study can serve as a resource for leaders and educators expected to conquer accountability mandates and successfully graduate students College and Career Ready in Title I high schools throughout Alabama.
Academic Optimism Of Schools And Student Achievement
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Author : Pamela J. Mckinnon
language : en
Publisher:
Release Date : 2012
Academic Optimism Of Schools And Student Achievement written by Pamela J. Mckinnon and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Electronic dissertations categories.
Author's abstract: The pressure to perform well on high stakes testing may have caused many educational leaders to shift their focus away from developing a healthy organization that may enhance and possibly even predict student achievement to simply focusing on test scores. Hoy, Tarter and Hoy (2006) suggested that high levels of Academic OptimismAO (including collective teacher efficacy-CTE, faculty trust in parents and students-FT, and academic emphasis-AE), when controlling for SES, is a strong force in predicting academic achievement. This study attempted to support previous research findings and to provide educational administrators with a framework for improving school organizational health for the purpose of enhancing student achievement. This study examined the relationships between AO, its sub-constructs, and student achievement in reading and math, when controlling for SES, for four participating middle schools located in two school districts in southeast Georgia. The data was collected from the School Academic Optimism Survey (SAOS) which is designed to measure the overall level of academic optimism within the school and each of the sub-constructs. The SAOS provides 30 Likert-type items with 1-12 measuring CTE, 13-22 measuring FT and 23-30 measuring AE. Overall, the analysis of the relationship of AO of schools and achievement in reading and math, when controlling for SES, is not statistically significant in this study. The variance in reading and math achievement showed 0% change in the relationship when adding AO as a predictor. Although some improvement in relationships, particularly in reading, was noted when adding the predictor variables of CTE, FT, and AE, the results suggested these variables did not predict student achievement over SES. All schools in this study reported at least average levels of AO, all four schools were achieving in reading above the state percentage, and 3 of the 4 were achieving above the state percentage in math. Additionally, 3 of the 4 schools had populations of economically disadvantaged students above the state average. Although further research with a larger sample size is recommended, this may suggest that schools with low SES students are not necessarily at a disadvantage when variables associated with school organizational health are considered.
Principal Support And Academic Optimism In Urban Sigh Schools
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Author : Todd Edward Perelli
language : en
Publisher:
Release Date : 2018
Principal Support And Academic Optimism In Urban Sigh Schools written by Todd Edward Perelli and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with Teacher-principal relationships categories.
The purpose of this study was to investigate the relationship between principal support and teacher academic optimism. The conceptual framework guiding this study proposed that the existing relationship between the constructs of teacher academic optimism could be related to principal support. Extant data from high school teachers in an urban setting provided quantitative data analysis of the four types of principal support (emotional, instrumental, informational, and appraisal) and whether they can predict the constructs of teacher academic optimism (teacher self-efficacy, teacher trust in parents and students, and teacher academic emphasis) or academic optimism itself. This study identified the relationship between types of principal support and academic optimism in an urban setting that can be applicable to school settings, and based on past studies, impact student achievement.