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The affective impact of successful a...

Monte, Amy Lisa.

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The affective impact of successful academic reform efforts on Hispanic students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The affective impact of successful academic reform efforts on Hispanic students./
作者:	Monte, Amy Lisa.
面頁冊數:	195 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1179.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3086754

The affective impact of successful academic reform efforts on Hispanic students.
Monte, Amy Lisa.

The affective impact of successful academic reform efforts on Hispanic students. - 195 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1179.

Thesis (Ph.D.)--The Claremont Graduate University, 2003.

The purpose of this study is to address the following research question: What are the affective effects of various reform efforts which are successful in producing academic gains for Hispanic students? Sixty-two high-performing, high-minority (Hispanic) elementary schools were invited to participate. Five public elementary schools participated in the study. 301 fifth grade students constituted the actual research subjects. Methodology included qualitative and quantitative tools. Targeted fifth grade students were engaged in a one-on-one interview session with the researcher in which focused, open-ended questions were asked. 301 fifth grade students were surveyed using a one-page, Likert-style scale and one open-ended response item. Classrooms were observed to confirm the existence and nature of the school-wide reform effort; field notes were taken as an additional method of data collection. Data sets resulting from the interviews, observations, as well as school documents and informal conversations with staff, were analyzed using qualitative methods; data sets resulting from the surveys were analyzed using quantitative methods.Subjects--Topical Terms:

516171
Education, Elementary.

The affective impact of successful academic reform efforts on Hispanic students.
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245 1 4 $a The affective impact of successful academic reform efforts on Hispanic students.
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500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1179.
500 $a Chair: Bruce Matsui.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2003.
520 $a The purpose of this study is to address the following research question: What are the affective effects of various reform efforts which are successful in producing academic gains for Hispanic students? Sixty-two high-performing, high-minority (Hispanic) elementary schools were invited to participate. Five public elementary schools participated in the study. 301 fifth grade students constituted the actual research subjects. Methodology included qualitative and quantitative tools. Targeted fifth grade students were engaged in a one-on-one interview session with the researcher in which focused, open-ended questions were asked. 301 fifth grade students were surveyed using a one-page, Likert-style scale and one open-ended response item. Classrooms were observed to confirm the existence and nature of the school-wide reform effort; field notes were taken as an additional method of data collection. Data sets resulting from the interviews, observations, as well as school documents and informal conversations with staff, were analyzed using qualitative methods; data sets resulting from the surveys were analyzed using quantitative methods.
520 $a Significant findings of the study include: (a) the type and structure of an academic reform program may have an impact on the degree to which Hispanic students like school and on how they perceive themselves as learners; (b) male students like school less than their female classmates; (c) the type of reform does not have an impact on students' enthusiasm about high school or their plans to attend college; and (d) school-related stress was identified at all five schools in varying degrees. Additional research is needed to determine if there is a positive correlation between the reform effort and the finding of school-related stress. An unexpected finding revealed that male students at one school liked school much less than the male students at the other four schools, indicating negative affective impact.
520 $a This study can be significant to educators and parents as the outcomes can help them better understand the affective effects of various reform efforts currently being implemented in schools. Further, the results of the study can aid policy makers and educators in establishing reforms that are effective, both cognitively and affectively, for Hispanic students.
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