Dissertation/Thesis Abstract

Small Learning Communities Sense of Belonging to Reach At-Risk Students of Promise
by Hackney, Debbie, Ed.D., University of Phoenix, 2011, 238; 10029374
Abstract (Summary)

The research design is a quantitative causal comparative method. The Florida Comprehensive Assessment Test (FCAT) which measures student scores included assessments in mathematics and reading. The design study called for an examination of how type of small learning community (SLC) or the type non-SLC high school environment affected student achievement in FCAT mathematics, FCAT reading, graduation rates, and entrance into college/post secondary education, employment, and teacher job satisfaction using analysis of variance. Results indicate that students who participated in SLCs were more likely to graduate from high school than their non-SLC counterparts. SLCs seem to be supportive of both high school completion and education beyond the high school diploma. Participating teachers provided self-reported levels of employment satisfaction using the Mohrman-Cooke-Mohrman Job Satisfaction Scales (MCMJSS). Results of the ANOVA analysis indicate that SLC teachers do demonstrate a significantly higher rate of job satisfaction than their non-SLC colleagues indicate the probability that the relation between the variables found in the sample ( p < .001) was significant. The results of this study were that SLCs improve student graduation rates, students’ entering college and post-secondary education and further expanded the empirical evidence that teachers in SLCs have increased job satisfaction.

Indexing (document details)
Advisor: Branch, Robert
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 77/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Education Policy, Secondary education
Keywords: Education policy, Florida Comprehensive Assessment Test, Graduation rates, Quantitative, Secondary education, Small learning communities, Student sense of belonging
Publication Number: 10029374
ISBN: 978-1-339-53027-7
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