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Hope matters : = A study of how teacher and student hope affects reading progress in secondary school.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Hope matters :/
Reminder of title:	A study of how teacher and student hope affects reading progress in secondary school.
Author:	Carter, Ayanna N.
Description:	1 online resource (108 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438044067

Hope matters : = A study of how teacher and student hope affects reading progress in secondary school.
Carter, Ayanna N.

Hope matters :A study of how teacher and student hope affects reading progress in secondary school. - 1 online resource (108 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.

Includes bibliographical references

This dissertation presents research on how hope may affect reading outcomes for at-risk students, whose primary language is English in Grades 9 to 12, from a specific high school. The theoretical framework for the study is Hope Theory, as articulated by C. R. Snyder (2000) and the philosophical writings of Paolo Freire. The theory postulates that overt and covert expressions of hope can engender changes in outcomes for children of all ages. The study sought to examine alternative ways to address the long-standing achievement gap and raise academic achievement in minority students with economic disadvantages. Participants in the study were 9th-12th grade students, identified by the Measures of Academic Progress (MAP) Assessment as "below grade level" in reading, and their teachers. The instruments used were the Children's Hope Scale 5, Adult Hope Scale, and pre-test and post-tests reading MAP Assessments. The relationship between hope and academic outcomes were explored using correlational and regression analysis. Outcomes for subgroups of students (gender, grade level, academic level) were also explored. This study is significant as it adds to the results of previous research, which have posited a relationship between the construct of hope and educational outcomes. The study also contributes to theory in the area by exploring how concepts of hope may have an impact on students from the high-needs target group of those at risk for school failure. The results showed no significant relationship between student gains in reading and teacher Hope. It is noted that more information is needed to determine teacher impact on student learning. However, it shows a significant relationship between student gains in reading and student hope levels. The research suggests that student Hope can impact student reading gains and can be used as a predictor for student growth. More research needs to be conducted on creating and testing Hope imbued programs as this can improve reading growth and academic achievement in the classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438044067Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Hope matters : = A study of how teacher and student hope affects reading progress in secondary school.
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500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Rene Parmar.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2018.
504 $a Includes bibliographical references
520 $a This dissertation presents research on how hope may affect reading outcomes for at-risk students, whose primary language is English in Grades 9 to 12, from a specific high school. The theoretical framework for the study is Hope Theory, as articulated by C. R. Snyder (2000) and the philosophical writings of Paolo Freire. The theory postulates that overt and covert expressions of hope can engender changes in outcomes for children of all ages. The study sought to examine alternative ways to address the long-standing achievement gap and raise academic achievement in minority students with economic disadvantages. Participants in the study were 9th-12th grade students, identified by the Measures of Academic Progress (MAP) Assessment as "below grade level" in reading, and their teachers. The instruments used were the Children's Hope Scale 5, Adult Hope Scale, and pre-test and post-tests reading MAP Assessments. The relationship between hope and academic outcomes were explored using correlational and regression analysis. Outcomes for subgroups of students (gender, grade level, academic level) were also explored. This study is significant as it adds to the results of previous research, which have posited a relationship between the construct of hope and educational outcomes. The study also contributes to theory in the area by exploring how concepts of hope may have an impact on students from the high-needs target group of those at risk for school failure. The results showed no significant relationship between student gains in reading and teacher Hope. It is noted that more information is needed to determine teacher impact on student learning. However, it shows a significant relationship between student gains in reading and student hope levels. The research suggests that student Hope can impact student reading gains and can be used as a predictor for student growth. More research needs to be conducted on creating and testing Hope imbued programs as this can improve reading growth and academic achievement in the classroom.
520 $a Key Words: Hope Level, Hope Scale, Deficit Thinking, Hope, Reading Level, Reading Gains, Student Achievement, High School, Growth, Achievement Gap.
520 $a 1 In this dissertation, the word "Hope" is used when referring to the cognitive version of Hope as per C.R. Snyder's Hope Theory whereas "hope" is used to describe the feeling of hope.
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