Providing students with the right academic support throughout their studies is a crucial element for successful degree completion and graduate outcomes. The purpose of this study is to provide insights on how academic skills development for students can be enhanced. Data were data collected from students through one-to-one semi-structured…

The purpose of this research was to determine what components of academic and therapeutic clinical day programs ensure success for students with mental health diagnoses as they transition back to conventional educational settings. This study focused on the importance of developing students' capabilities to fulfill their own needs within Maslow's…

Students often enter higher education academically unprepared and with unrealistic perceptions and expectations regarding academic competencies for their studies. However, preparedness and realistic perceptions are important factors for student retention. With regard to a proposed model of five academic competencies (time management, learning…

This study modeled the time-dependent nature of pre-academic skills development for a multi-lingual sample of 382 preschoolers attending Head Start. A two-slope latent variable model accurately described the trajectories, which included five assessment points obtained throughout the school year for both pre-literacy and pre-numeracy variables.…

We explored online dissertation chairs' perceptions of trust in the mentor-mentee relationship, as trust was identified as a crucial factor in the success of doctoral students. Through the implementation of a multiple-case study, and a qualitative, online questionnaire, and through qualitative data analysis, we discovered 16 chairs' perceptions of…

For the past three years, SELF (Sports, Education, Life Skills, and Faith) has focused on improving academic, behavioral, and social skills of students at Key, Revere, and Meyerland middle schools in the Houston Independent School District (HISD). Tutorials, an essay contest, character-building lessons, sports, a high-school bridge program, and…

Despite the continued growth of common book reading programs on college and university campuses, little is known about the benefits of such programs on first-year students' development. Using a multi-institutional survey of undergraduates attending six large, public universities (n = 1,237), the present study examined relationships between…

In the past two decades, a large body of research has examined the differences between novices and experts in subject areas ranging from physics to poetry. Yet research on developing expertise has found no "magic bullet" in becoming an expert and has concluded that innate talent plays a less prominent role than previously imagined.…

The SELF Foundation afterschool program involved 255 students at Key, Revere, and Meyerland (formerly Johnston) middle schools in tutorials and enrichment activities to support their academic, social, and emotional development. All students at SELF schools were allowed to participate in a character-building essay contest for prizes. Program impact…

The SELF Foundation engaged 287 students at Key, Revere, and Welch middle schools in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Program impact was measured using reading and math performance, attendance, and disciplinary actions of SELF Foundation students compared to…

During the 2013-2014 academic year, the S.E.L.F. Foundation engaged 32 predominately at-risk students at Key Middle School (KMS) in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Outcome measures consisted of reading and mathematics performance before and after program implementation.…

In recent years teachers within the classroom have experienced an increase in the off-task behaviors of students. The purpose of this action research project was to increase on-task behavior through development of classroom social skills. The causes may be a lack of social skills, outside influences, presentation of materials, students not…

This study addressed two questions: (a) Do different forms of campus racial diversity contribute uniquely to students' learning and educational experiences when they are simultaneously tested utilizing multilevel modeling? (b) Does a campus where students take greater advantage of those diversity opportunities have independent positive effects on…

While many teachers view the current trend in education toward more formal methods of assessment with considerable anxiety, there seems to be little coherent expression of the part that assessment should play, and the form it should take. Outlines an approach to assessment that seems appropriate and supports educational requirements in a primary…

Examines children's ability to formulate testable hypotheses, both from a theoretical viewpoint and from results of a British study of responses to an assessment instrument. Addresses implications for science education and difficulties in judging whether a child has demonstrated the skill. Concludes that evidence presented by teachers about…