Examining The Relationship Between Academic Optimism And Student Achivement
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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
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.
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.
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.
Examining The Interaction Of Academic Optimism Enabling School Structures Middle Level Practices And Academic Achievement
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Author : Vikki Wandmacher
language : en
Publisher:
Release Date : 2019
Examining The Interaction Of Academic Optimism Enabling School Structures Middle Level Practices And Academic Achievement written by Vikki Wandmacher and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with Academic achievement categories.
This study focused on young adolescent development, middle grades education, and the underlying supporting structures that assist students in achieving academically. Results were examined through the lens of Bandura's social cognitive theory, and a big picture view of the interplay of beliefs, behavior, and environmental influences emerged. The study examined three ideas: (a) the level of academic optimism (AO), enabled school structure (ESS), middle level strategy implementation, and academic achievement; (b) how the implementation of middle level strategies and School to Watch (STW) status affected the level of AO, and ESS; and (c) how the factors of AO, ESS, STW status, and middle level strategy implementation impacted the academic achievement of students in math and reading. Data were collected through AO and ESS surveys completed by 210 teachers and demographic information provided by 29 principals and the Michigan Department of Education. Findings revealed that factors of free and reduced lunch recipients with school size and location had a significant relationship with middle level certification, middle level training, and interdisciplinary teaming. These in turn had a significant relationship to AO and ESS, which were beliefs within the school. This study supported previous findings that AO supported by enabled ESS had an even greater effect upon academic achievement than even socioeconomic status. Middle school staff working to improve student achievement could identify their readiness through an examination of the ESS, AO, and STW surveys, and using this data, the administrator could collaborate with staff to structure a building climate with appropriate middle level strategies to meet student needs..
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.
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.
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.
Positive Psychology And Schooling
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Author : Sara Beth Steinberg
language : en
Publisher:
Release Date : 2007
Positive Psychology And Schooling written by Sara Beth Steinberg and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
Effects Of Distributed Leadership On Teachers Academic Optimism And Student Achievement
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Author : John Patrick Malloy
language : en
Publisher:
Release Date : 2012
Effects Of Distributed Leadership On Teachers Academic Optimism And Student Achievement written by John Patrick Malloy 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.