{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1862"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1862","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"The perceptions of effects of a study skills course, \"Dynamics of Effective Study,\" on the academic achievement of African American students at a dedicated academic magnet high school","abstract":"The purpose of this study was to examine the perceptions of students, teachers, and administrators on the effectiveness of a study skills course, \"Dynamics of Effective Study,\" on the academic achievement of African American students at a dedicated academic magnet high school. Qualitative research methods were utilized in this study. Fifteen African American students who completed the study skills course, fifteen African American students who did not take or complete the study skills course, five former study skills teachers, and three administrators from the dedicated academic magnet high school volunteered to participate in the study. Open-ended interviews were conducted with the students, teachers, and administrators. The students were matched by gender, class, entrance GPAs and entrance reading stanine scores from the Iowa Tests of Basic Skills (ITBS). Data were collected from written documents, transcripts, fieldnotes, and interviews, from the volunteers from the dedicated academic magnet high school and three other high schools in the school district in southeast Louisiana. Data were also collected from written documents from the school systems. Perceptions of students, teachers, and administrators of the effectiveness of the study skills course, \"Dynamics of Effective Study,\" on the academic achievement of African American students were varied. All student participants in the study skills course, eight out of fifteen student non-participants in the study skills course, and three out of five former study skills teachers indicated that they perceived the study skills course to be effective for African American students. All three administrators indicated tht they perceived the study skills course as ineffective for African American students as it was implemented in the curriculum.","abstract_html":"The purpose of this study was to examine the perceptions of students, teachers, and administrators on the effectiveness of a study skills course, "Dynamics of Effective Study," on the academic achievement of African American students at a dedicated academic magnet high school. Qualitative research methods were utilized in this study. Fifteen African American students who completed the study skills course, fifteen African American students who did not take or complete the study skills course, five former study skills teachers, and three administrators from the dedicated academic magnet high school volunteered to participate in the study. Open-ended interviews were conducted with the students, teachers, and administrators. The students were matched by gender, class, entrance GPAs and entrance reading stanine scores from the Iowa Tests of Basic Skills (ITBS). Data were collected from written documents, transcripts, fieldnotes, and interviews, from the volunteers from the dedicated academic magnet high school and three other high schools in the school district in southeast Louisiana. Data were also collected from written documents from the school systems. Perceptions of students, teachers, and administrators of the effectiveness of the study skills course, "Dynamics of Effective Study," on the academic achievement of African American students were varied. All student participants in the study skills course, eight out of fifteen student non-participants in the study skills course, and three out of five former study skills teachers indicated that they perceived the study skills course to be effective for African American students. All three administrators indicated tht they perceived the study skills course as ineffective for African American students as it was implemented in the curriculum.","abstract_has_math":false,"creators":["Allen, Josephine Ann"],"institution":"Educational Leadership, Research and Counseling","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01T08:00:00Z","date_published":"2003-01-01T08:00:00Z","updated_at":"2026-07-24T02:58:25Z","subjects":["study skills course","perceptions of effects","african american high school students","academic achievement","magnet high school"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-0903103-104340","https://repository.lsu.edu/gradschool_dissertations/863"],"render_values":[{"text":"etd-0903103-104340","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/863","href":"https://repository.lsu.edu/gradschool_dissertations/863","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.863","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Allen, Josephine Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2003-08-01"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:10:14Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Educational Leadership, Research and Counseling"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["study skills course","perceptions of effects","african american high school students","academic achievement","magnet high school"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-0903103-104340","10.31390/gradschool_dissertations.863","https://repository.lsu.edu/gradschool_dissertations/863"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the perceptions of students, teachers, and administrators on the effectiveness of a study skills course, \"Dynamics of Effective Study,\" on the academic achievement of African American students at a dedicated academic magnet high school. Qualitative research methods were utilized in this study. Fifteen African American students who completed the study skills course, fifteen African American students who did not take or complete the study skills course, five former study skills teachers, and three administrators from the dedicated academic magnet high school volunteered to participate in the study. Open-ended interviews were conducted with the students, teachers, and administrators. The students were matched by gender, class, entrance GPAs and entrance reading stanine scores from the Iowa Tests of Basic Skills (ITBS). Data were collected from written documents, transcripts, fieldnotes, and interviews, from the volunteers from the dedicated academic magnet high school and three other high schools in the school district in southeast Louisiana. Data were also collected from written documents from the school systems. Perceptions of students, teachers, and administrators of the effectiveness of the study skills course, \"Dynamics of Effective Study,\" on the academic achievement of African American students were varied. All student participants in the study skills course, eight out of fifteen student non-participants in the study skills course, and three out of five former study skills teachers indicated that they perceived the study skills course to be effective for African American students. All three administrators indicated tht they perceived the study skills course as ineffective for African American students as it was implemented in the curriculum."]},{"key":"dc:title","label":"Title","values":["The perceptions of effects of a study skills course, \"Dynamics of Effective Study,\" on the academic achievement of African American students at a dedicated academic magnet high school"]}]}],"canonical_facts":{"dc:creator":["Allen, Josephine Ann"],"dc:date":["2003-08-01"],"dc:date.available":["2022-05-12T23:10:14Z"],"dc:description.abstract":["The purpose of this study was to examine the perceptions of students, teachers, and administrators on the effectiveness of a study skills course, \"Dynamics of Effective Study,\" on the academic achievement of African American students at a dedicated academic magnet high school. Qualitative research methods were utilized in this study. Fifteen African American students who completed the study skills course, fifteen African American students who did not take or complete the study skills course, five former study skills teachers, and three administrators from the dedicated academic magnet high school volunteered to participate in the study. Open-ended interviews were conducted with the students, teachers, and administrators. The students were matched by gender, class, entrance GPAs and entrance reading stanine scores from the Iowa Tests of Basic Skills (ITBS). Data were collected from written documents, transcripts, fieldnotes, and interviews, from the volunteers from the dedicated academic magnet high school and three other high schools in the school district in southeast Louisiana. Data were also collected from written documents from the school systems. Perceptions of students, teachers, and administrators of the effectiveness of the study skills course, \"Dynamics of Effective Study,\" on the academic achievement of African American students were varied. All student participants in the study skills course, eight out of fifteen student non-participants in the study skills course, and three out of five former study skills teachers indicated that they perceived the study skills course to be effective for African American students. All three administrators indicated tht they perceived the study skills course as ineffective for African American students as it was implemented in the curriculum."],"dc:identifier":["etd-0903103-104340","10.31390/gradschool_dissertations.863","https://repository.lsu.edu/gradschool_dissertations/863"],"dc:rights":["unrestricted","Release the entire work immediately for access worldwide."],"dc:subject":["study skills course","perceptions of effects","african american high school students","academic achievement","magnet high school"],"dc:title":["The perceptions of effects of a study skills course, \"Dynamics of Effective Study,\" on the academic achievement of African American students at a dedicated academic magnet high school"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Educational Leadership, Research and Counseling"]},"updated_at":"2026-07-24T02:58:25Z"}