A Mixed Methods Approach to Examining an Advanced Placement Program in One Connecticut Public School District

Autor/in	Docimo, Chelsey L.
Titel	A Mixed Methods Approach to Examining an Advanced Placement Program in One Connecticut Public School District
Quelle	(2013), (406 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Bridgeport
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-6279-4
Schlagwörter	Hochschulschrift; Dissertation; Advanced Placement Programs; Public Schools; School Districts; Mixed Methods Research; Grade 11; High School Students; Academic Achievement; Student Placement; Action Research; School Counselors; Secondary School Teachers; Administrators; Scores; Grade Point Average; Locus of Control; Executive Function; Test Anxiety; Self Evaluation (Individuals); Interviews; Faculty Development; Connecticut; Preliminary Scholastic Aptitude Test + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; School district; Schulbezirk; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Schülerpraktikum; Projektforschung; School counselor; Beratungslehrer; Pädagogischer Berater; Examination phobia; Testangst; Prüfungsangst; Interviewing; Interviewtechnik
Abstract	The purpose of this eleventh grade Advanced Placement (AP) program study was to determine factors associated with AP placement and subsequent student performance. This research was considered to be a mixed methods case study with elements of arrested action research. One hundred and twenty-four students, four guidance counselors, three AP teachers, and one administrator provided information used to determine if a problem existed in terms of the influx of students into the AP program without a comprehensive set of research-based supports designed to assist struggling students. Student data included instrument measures, structured written response questions, and secondary source information which was obtained from 124 eleventh grade students in 11 different AP classes between these two comprehensive high-schools in this district. Secondary source data was used to gauge academic ability and preparedness which included collecting: Preliminary Standardized Achievement Test (PSAT) scores, cumulative Grade Point Averages (GPAs), AP final class grades, and AP exam scores. All 124 students also completed three self-report measures designed to gauge test anxiety, academic locus of control, and executive functioning. These students also wrote brief responses to five structured written response questions that were aligned to the self-report measures. Four counselors, three AP teachers, and one administrator were interviewed to better understand their views concerning current AP placement practices and strategies used to support academically at-risk and traditionally underserved students. The analyzed data was then used to create a Professional Development (PD) Module inclusive of feasible and low-cost strategies to improve AP grades and exam scores. This PD Module was subsequently implemented for a short duration in three AP classrooms as the first cycle in an action research project. The three AP teachers were then interviewed in order to garner feedback and ideas on how to improve this PD Module. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01