Academic Optimism Of Schools And Student Achievement
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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.
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.
Collective Responsibility Academic Optimism And Student Achievement In Taiwan Elementary Schools
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Author : Hsin-Chieh Wu
language : en
Publisher:
Release Date : 2012
Collective Responsibility Academic Optimism And Student Achievement In Taiwan Elementary Schools written by Hsin-Chieh Wu and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
Abstract: Previous research indicates that collective efficacy, faculty trust in students and parents, and academic emphasis together formed a single latent school construct, called academic optimism. In the U.S., academic optimism has been proven to be a powerful construct that could effectively predict student achievement even after controlling for socioeconomic factors (Hoy et al. 2006a; 2006b; Smith & Hoy, 2007). However, this new construct has never been tested in cultural settings other than the U.S. Therefore, the main purpose of this study was to examine the nature of academic optimism and its ability to predict academic achievement in Taiwan elementary schools. Furthermore, this study also incorporated another important school characteristic, collective responsibility (Lee & Smith, 1996; Lee & Loeb, 2000; LoGerfo & Goddard, 2008), into the theoretical model to examine its relationship with both academic optimism and student achievement in Taiwan. One hundred three out of 104 public elementary schools in Hualien County, Taiwan were included in the survey. The results of structural equation modeling analysis indicated that academic optimism works in Taiwan in much the same way as it does in the United States. Academic optimism also had the same three dimensions and could significantly affect student achievement after controlling for SES. Further, The results also demonstrated that collective responsibility is a significant factor that has a positive influence on academic optimism and an indirect effect on academic achievement, regardless the level of SES. This suggested that through improving collective responsibility, academic optimism could be increased, and thus raise student achievement. To conclude, the results of this study have extended the theory of academic optimism in two ways. First, the study showed that the construct of academic optimism existed and worked in an Asian culture setting. Second, it revealed that collective responsibility seems to be an important factor in cultivating the culture of academic optimism in schools. In the end, the current research also identified some future directions for moving forward in the quest to understand how schools can be designed and shaped to improve academic performance.
Examining The Relationship Between Academic Optimism And Student Achivement
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Author : Bryan S Hallmark
language : en
Publisher:
Release Date : 2013
Examining The Relationship Between Academic Optimism And Student Achivement written by Bryan S Hallmark and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
Academic optimism is a relatively new construct that combines collective efficacy, academic emphasis, and faculty trust in students and parents. The cumulative measure represents a robust picture of the social interactions within a school that influences the beliefs, behaviors and emotions of organizational members. Academic optimism has been established as a predictor of student achievement controlling for student socioeconomic status. However, past studies have not included student ethnicity in statistical models utilized to test the effect of academic optimism on student achievement, even though research and state achievement data show gaps among students of color and Anglo students that are just as substantial as those identified along socioeconomic. Additionally, there was a need to determine if academic optimism is simply a product of school context or if there is additional variance left to be explained by psychosocial interactions within schools. Therefore, the intent of this study was threefold: first, examine the relationships between the theoretical underpinnings of collective efficacy, academic emphasis, and faculty trust in students and parents; second, produce a more rigorous test of the effect of academic optimism on student achievement by including student ethnicity in addition to other student background characteristics; and third, determine to what magnitude school context explains a schools level of academic optimism. The author utilized multi-level analysis to test the relationship between school academic optimism and student achievement controlling for student ethnicity, socioeconomic status, previous achievement and school size within a new sample. The relationship between school academic optimism and school context was tested by employing multiple regression analysis. In a sample of 10,464 students nested within 97 elementary schools the author was able to determine that academic optimism is a positive predictor of student math and reading achievement. Furthermore, academic optimism is capable of mediating the negative relationships existing between both low socioeconomic status (SES) and student of color status and student achievement. Additionally, the studied revealed that only 52% of the variance in school level academic optimism is determined by school context. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149294
The Impact Of Academic Optimism On Student Achievement In Five Middle Schools
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Author : Rita Hickey Teague
language : en
Publisher:
Release Date : 2015
The Impact Of Academic Optimism On Student Achievement In Five Middle Schools written by Rita Hickey Teague and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Academic achievement categories.
Faculty trust in students and parents was a statistically significant predictor for the percentage of students scoring at the average level and the low average/low level. None of the predictor variables was statistically significant for the percentage of students scoring at the average level for MAP Reading or MAP Science. Study results indicate that school administrators and teachers must work to build trust with parents and students and create a culture stressing academic excellence as both could help improve student achievement.
Academic Optimism Organizational Citizenship Behaviors And Student Achievement At Charter Schools
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Author : Mustafa Guvercin
language : en
Publisher:
Release Date : 2013
Academic Optimism Organizational Citizenship Behaviors And Student Achievement At Charter Schools written by Mustafa Guvercin 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.
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.
Leading Schools Of Excellence And Equity
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Author : Kathleen M. Brown
language : en
Publisher: IAP
Release Date : 2010-11-01
Leading Schools Of Excellence And Equity written by Kathleen M. Brown and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-11-01 with Education categories.
The purpose of this empirical inquiry of state-recognized “Honor Schools of Excellence” was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n=16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism. Three differences between the SG schools and the LG schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better.
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.
Contemporary Issues In Educational Policy And School Outcomes
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Author : Wayne K. Hoy
language : en
Publisher: IAP
Release Date : 2006-03-01
Contemporary Issues In Educational Policy And School Outcomes written by Wayne K. Hoy and has been published by IAP this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-03-01 with Education categories.
This book is the fifth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all 14 authors contributed to 9 separate but related analyses, which were selected for publication this year.