Atlanta University Center Robert W. Woodruff Library
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The relationship between teachers' perceptions of the school learning climate, students' reading and math achievement levels, and the high school dropout rate in the Atlanta public schools, 1989
Get PDFThe purpose of this correlational study was to determine the relationship between teachers' perceptions of selected school learning climate variables, students' reading and math achievement levels, and the high school dropout rate in the Atlanta Public Schools. The school learning climate variables were those identified in A School Learning Climate Assessment Instrument. The original validation for this instrument was in elementary schools. Validation at the secondary level was obtained for this study. The following variables were found to have a significant relationship to the high school dropout rate in the Atlanta Public Schools: Emphasis on Achievement; Teacher Expectations of Students; Evaluation of the Instructional Program; Safe and Orderly Environment; Time Devoted to Instruction; and Reading Achievement. Further investigation revealed Teacher Expectations of Students as the strongest predictor and Emphasis on Achievement as the second strongest predictor of dropping out in the Atlanta Public Schools. The major implications and recommendations from the study are as follows: Implications: 1. Raising teachers expectations of student performance will lead to a decrease in the dropout rate. 2. Implementing strategies to improve students' reading abilities will lead to a decrease in the dropout rate. Recommendations: 1. Implement a school climate improvement program. 2. Provide staff development activities that focus on increasing teachers' expectations of students
The essence of man as reflected in Jean Bruller-Vercors's writings: Les animaux denatures and Sylva, 1973
Get PDFAn exploratory study: family perceptions of parental involvement on student attendance and truancy, 2007
Get PDFThe purpose of this study is to survey the perceptions of parents on the relationship between parental involvement interventions and the impact on attendance and truancy. The sample population consists of 107 parents of students from kindergarten through fifth grade at C.H. Gullatt Elementary School (a Fulton County school in South Fulton County) located in Union City, Georgia. The methodology for this study included a demographic and parental involvement survey. Data were collected from October 1, 2006 through November 30, 2006. A Pearson's r statistical test was used to interpret the relationship between parental involvement, attendance, and truancy. The Empowerment Theory constitutes the conceptual framework for this study. Empowerment is a multilevel construct that involves people assuming control and mastery over their lives toward a sense of purpose. In this context, empowerment is viewed as an interactive element at the individual and family levels to reduce absenteeism. The implications for social work practice revolve around the advocacy role of school social workers for parents and children
An analysis of the structure and function of five selected southern state planning organizations for phases of social welfare activities, 1948
Get PDFA study of the professional status, proficiency, and personality of the negro teachers of Lee County, Georgia, 1953 1954, 1954
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A study of l'immoraliste as a novelistic application of les nourritures terrestres by Andre Gide, 1971
Get PDFAn analysis of welfare reform proposals for "aid to families with dependent children": implications for programming of social services with poor families, 1973
Get PDFDismas house: a study of behavioral patterns of residents in a federal halfway house, 1985
No full textThis study is based on sixty-one residents of The Dismas House of Atlanta program. The objective of the study is to examine the relation-ship between attitude and rule-breaking behavior of the residents in relation to certain individual characteristics such as age, race, marital status, legal status, education, sex, and employment. A structured questionnaire has been used to collect the required data. For all analytical purposes of the data analysis, Pearson's Correlation analysis and regression analysis have been employed. The study revealed two major findings: 1. The older residents have a very positive attitude toward themselves and will not accept their previous illegal acts, while their younger counterparts do not rate themselves very high and admit their deviant acts. Perhaps this pattern of relationships between age, attitude and rule-breaking behavior exhibit that the residents, when they are young, develop the ability to view themselves or assess them-selves more realistically, and admit any weaknesses they have. The possibility at the other extreme, needless to say, is that the older residents, based on their long experiences in the criminal justice system, tend to be insensitive to the counseling sessions in terms of admitting personal mistakes, assessing themselves realistically, avoiding self-defensing for errors committed, seeking logical and normative solutions to personal problems rather than emotional reactions, etc., which will eventually yield into the observed relationship. 2. Age is a single dominant variable that could explain a greater proportion of variance in the rule-breaking behavior of the residents. This pattern of relationships is consistent with the theory of deviant subculture, wherein all the deviants develop a common interest, regard-less of their personal characteristics, and have their own norms and functions
A qualitative study of professional development practices in charter schools
Get PDFDelivery of effective professional development for educators is one of the most important factors in student achievement. If educators are not adequately prepared to implement curriculum effectively, students will suffer. This is especially crucial to charter schools, as their staffing practices do not always follow traditional methods. This qualitative study, constructed to examine professional development practices in charter schools, surveyed charter school educators and administrators from two schools at each level (elementary, middle and high) in the Atlanta, Georgia metropolitan area. The study consisted of a brief 15-question survey, followed by an interview, and was guided by questions related to the frequency and type of professional development offerings, staff participation and satisfaction, and staff perspectives of the impact of professional development on student achievement. Additionally, the study sought to examine any correlations between established professional development and Adequate Yearly Progress (AYP) status. The study found that charter schools employ a variety of methods to deliver professional development to their staffs and that the staff members participate at high levels in courses offered at their schools. Conversely, staff participation in local school district professional development opportunities was extremely limited due to lack of communication regarding opportunities. Furthermore, the research found that educators are generally satisfied with their professional development and felt their courses and activities had the potential to positively affect student achievement. Participants did identify the need for more follow up to ensure implementation and were concerned about limited time for implementation. Additionally, respondents desired professional development topics that are more closely aligned to their professional needs and expressed the need to work collaboratively with their peers across grade levels and curriculums. Finally, in the schools involved in the study, there was no correlation between established programs and AYP status. Charter school stakeholders concerned with improving professional development in their schools should consider the following, gleaned from the research findings: (1) increase communication between charter schools and local school systems, (2) create a cohort of charter schools for professional development purposes, (3) increase teacher input in topic selection, and (4) utilize more interactive and collaborative delivery methods