Browsing by Subject "Poor"
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Item A generalizability theory study of a survey instrument to identify gifted and talented students: the looking for traits, attributes, and behaviors student referral form(Texas Tech University, 1996-12) Cropper, Carolyn BrownEffective ways to identify children from economically disadvantaged and limited English proficient backgrounds for participation In programs for the gifted continues to gain much attention. Numerous Instruments have been developed to aid In the identification process. The Looking for Traits, Attributes and Behaviors Student Referral (TABS) is one instrument designed to specifically aid in the identification of giftedness in the minority child by providing information from educators and other individuals closely associated with the child. However, minimal information has been published about the validity and reliability of the TABS. This study investigated the reliability of TABS utilizing the generalization theory. Three groups of raters (regular classroom teachers, gifted and talented program teachers, and parents) completed the TABS for 127 third grade students. The group of parents independently rated each student on two occasions three months apart. Results indicated that minimal variance was noted between the various source of error. Several sample measurement protocals were also investigated. Results suggested that multiple raters provide a more comprehensive view of the student when attempting to screen for participation in a gifted and talented program and the TABS form is a valuable instrument for this process.Item Exploring protective factors in school and home contexts for economically disadvantaged students in the middle school(2012-05) Okilwa, Nathern S. A.; Holme, Jennifer Jellison; Reyes, Pedro; Yates, James; Saenz, Victor; Crosnoe, RobertThe purpose of this study was to explore the experiences of middle school students particularly focusing on the academic achievement of economically disadvantaged students. Existing data show that there is an increasing cohort of school children experiencing poverty, either short or long term. For poor middle school students, the risk for school failure is amplified by the general risks associated with middle school transition and early adolescence development. The cumulative nature of these risks is often associated with undesirable school outcomes including grade retention, behavior problems, absenteeism, delinquency, teenage pregnancy, school dropout, fewer years of schooling, and lower academic achievement. However, there is evidence that some students succeed in spite of adversity, which is often attributed to protective factors present in the students’ own immediate environment – school, home, and community. This current study, therefore, examined the relationship between two potential protective factors–parent involvement and school belonging–and student achievement. Previous research has established that parent involvement and school belonging are both associated with positive school outcomes including academic motivation, self-efficacy, internal locus of control, pro-social and on-task behavior, school engagement, educational aspirations and expectations, and better academic achievement. Consequently, this study examined three main questions: (a) How is parental involvement associated with academic achievement for economically disadvantaged eighth grade students? (b) How school belonging associated with academic achievement for economically disadvantaged eighth grade students? (c) Do the relations between parent involvement, school belonging, and eighth grade achievement vary as a function of prior achievement and middle school? To answer these research questions, this study used the nationally representative longitudinal data from Early Childhood Longitudinal Study, Kindergarten (ECLS-K) Class of 1998/99. The findings for this study showed that when parent involvement and school belonging were considered together, the association between parent involvement and student achievement diminished while school belonging consistently emerged as a significant predictor of achievement. However, while school belonging emerged as a significant predictor of achievement, this study established that students’ prior achievement was the single strong and significant factor explaining achievement for poor eighth grade students.Item Managerial relations with disadvantaged work groups: supervisory expectations of the underprivileged worker(Texas Tech University, 1970-05) King, Albert SidneyNot availableItem The job creation initiative: a resource dependence perspective(Texas Tech University, 2004-05) Childers, Chandra EThe Job Creation and Community Building Initiative is a partnership between Goodwill Industries of Lubbock, Covenant Health Systems of Lubbock, and other local social service agencies and organizations. The explicit goals of the program is to increase the self-sufficiency of program participants over the course of a three year period. Program outcomes indicate the failure of Job Creation to reach stated program goals. However, Job Creation has managed to maintain sufficient legitimacy to continue garnering support within the local community. This outcome is examined and explained by resource dependency and institutional theories of organizational functioning and development. Specifically, Job Creation staff operated within an environment where Goodwill Industries had already attained a significant level of legitimacy. This legitimacy allowed staff to further build their legitimacy within the community and escape close scrutiny of program operations and outcomes. Therefore, program staff were able to substitute this legitimacy for substantial program impacts over time.