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The evaluation of the Student Succes...

Pagett, Joanne A.

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The evaluation of the Student Success Team intervention program and its relationship with academic achievement, parental involvement, and the social and academic behaviors of at-risk Hispanic high school students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The evaluation of the Student Success Team intervention program and its relationship with academic achievement, parental involvement, and the social and academic behaviors of at-risk Hispanic high school students./
作者:	Pagett, Joanne A.
面頁冊數:	113 p.
附註:	Adviser: Troy Robinson.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3262042

The evaluation of the Student Success Team intervention program and its relationship with academic achievement, parental involvement, and the social and academic behaviors of at-risk Hispanic high school students.
Pagett, Joanne A.

The evaluation of the Student Success Team intervention program and its relationship with academic achievement, parental involvement, and the social and academic behaviors of at-risk Hispanic high school students. - 113 p.

Adviser: Troy Robinson.

Thesis (Ed.D.)--Northcentral University, 2007.

Scope of study. This applied dissertation was designed to evaluate the Student Success Team (SST) intervention program and its relationship with academic achievement, parental involvement, and the social and academic behaviors of at-risk Hispanic high school students as measured by grade point averages, Parental Involvement Questionnaires, and Behavioral Observation Questionnaires. The SST referred 12 at-risk Hispanic high school students, and their parents were also a part of the study. The findings of this study were analyzed using evaluative and quantitative techniques. Hypothesis testing and correlation analysis on data from 12 at-risk Hispanic high school students, 12 parents, and 52 educators suggested the intervention did not have a significant impact on grade point averages, parental involvement, and social and academic behaviors. The findings contribute to education research and demonstrate the following conclusions: (a) grade point averages appeared to increase as a result of the intervention, (b) self-reported parental involvement appeared to increase as a result of the intervention, and (c) inappropriate social and academic behaviors appeared to decrease in relation to the intervention. In light of these findings, further research is needed to evaluate the effectiveness of interventions when dealing with at-risk Hispanic youth.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The evaluation of the Student Success Team intervention program and its relationship with academic achievement, parental involvement, and the social and academic behaviors of at-risk Hispanic high school students.
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245 1 4 $a The evaluation of the Student Success Team intervention program and its relationship with academic achievement, parental involvement, and the social and academic behaviors of at-risk Hispanic high school students.
300 $a 113 p.
500 $a Adviser: Troy Robinson.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1310.
502 $a Thesis (Ed.D.)--Northcentral University, 2007.
520 $a Scope of study. This applied dissertation was designed to evaluate the Student Success Team (SST) intervention program and its relationship with academic achievement, parental involvement, and the social and academic behaviors of at-risk Hispanic high school students as measured by grade point averages, Parental Involvement Questionnaires, and Behavioral Observation Questionnaires. The SST referred 12 at-risk Hispanic high school students, and their parents were also a part of the study. The findings of this study were analyzed using evaluative and quantitative techniques. Hypothesis testing and correlation analysis on data from 12 at-risk Hispanic high school students, 12 parents, and 52 educators suggested the intervention did not have a significant impact on grade point averages, parental involvement, and social and academic behaviors. The findings contribute to education research and demonstrate the following conclusions: (a) grade point averages appeared to increase as a result of the intervention, (b) self-reported parental involvement appeared to increase as a result of the intervention, and (c) inappropriate social and academic behaviors appeared to decrease in relation to the intervention. In light of these findings, further research is needed to evaluate the effectiveness of interventions when dealing with at-risk Hispanic youth.
520 $a Findings and conclusions. This study utilized a SST intervention to help improve the grade point averages of at-risk Hispanic youth. Measures of association such as t-tests were performed on data from 12 participants. Results from the study indicated that the SST intervention program did not significantly impact students' academic achievement, parental involvement, and their social and academic behaviors. These findings did not indicate any significant increase in participants' pre-strategy intervention grade point averages (M=92, SE = .17) differing from participants' post-test strategy intervention grade point averages (M=.81, SE=.12), t(22) = .52, p > .05. Overall, the nine-item parental involvement questionnaire did not present a statistically significant difference pre- and post-test strategy intervention. Furthermore, it appears that the students' social and academic behaviors did not significantly differ from pre- and post-test strategy intervention. The present study indicates further investigation is necessary to examine whether the SST intervention program is capable of improving academic achievement, parental involvement, and the social and academic behaviors of at-risk Hispanic high school students.
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650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Hispanic American Studies. $3 1017793
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