Education Commons^™

The Influence Of Participation In The Leveled Literacy Intervention Program On The Sustained Literacy Achievement For Students In Grades One Through Threev, Veronica Anne Glover

Seton Hall University Dissertations and Theses (ETDs)

This study evaluated the efficacy of Fountas & Pinnell’s Leveled Literacy Intervention (LLI) program and its effect on struggling readers in the first grade, as well as the sustaining effects of the intervention over a two-year period. The students in the study attended an elementary school in a Central New Jersey public school district and received the LLI supplemental pull out reading program five days a week for 30 to 45 minutes per session as prescribed. The study hypothesized that the LLI program would have a significant effect on the reading progress of struggling first-grade students in the districts’ first …

A Case Study Of The Implementation And Impact Of The System For Teacher And Student Achievement (Tap), Tyrone D. Burton

Seton Hall University Dissertations and Theses (ETDs)

For many years, educators and researchers have debated over which variables influence student achievement. A growing body of evidence suggests that schools can make a great difference in terms of student achievement, and a substantial portion of that difference is attributed to teachers. (International Institute for Educational Planning, 2004). Specifically, differential teacher effectiveness is a strong determinant of differences in student learning, far outweighing the effects of differences in class size and class heterogeneity (Darling-Hammond, 2000). Students who are assigned to one ineffective teacher after another have significantly lower achievement and learning (that is, gains in achievement) than those who …

Beyond Socioeconomic Status: The Impact Of Principal Leadership In Urban And High Poverty Turnaround Schools, Mojisola Adejumo

Seton Hall University Dissertations and Theses (ETDs)

The quest to transform failing urban and high-poverty schools in America has been a slippery uphill battle since the banner of war was raised against the many schools serving impoverished children. As battle rages, a few are schools leading their students, teachers, parents, and community to victory by turning their once-failing schools into institutions of academic excellence. However, the shouts of victory and strategic planning that led to their success have been overlooked or relegated to mere happenstance. As these successful schools claim unchartered territories of success, a quick glance at the battlefield reveals the reality that the battle is …

Teachers' Perceptions Of Formal Testing Of Students In Grades K-2, Adriana Battista Coppola

Seton Hall University Dissertations and Theses (ETDs)

School leaders and teachers are confronted with federal, state, and local mandates that must be followed to ensure all students reach their fullest academic potential. To this end, the challenge has been raised to teachers and administrators to have younger students in the lower elementary grades prepared for standardized student testing.

Assessment comes with varied expectations and beliefs among parents, teachers, administrators, school board members, and the community that may cause difficulty acknowledging developmentally appropriate assessment methods.

This qualitative study focuses on the perceptions of 16 elementary teachers towards testing students in kindergarten, first, and second grade in one New …

A State-By-State Policy Analysis Of Stem Education For K-12 Public Schools, Courtney C. Carmichael

Seton Hall University Dissertations and Theses (ETDs)

For practitioners and policy makers across the nation, STEM education has a vague definition. This study looks at how all 50 states define STEM education in policy, using four models: (a) Disciplinary STEM (Science, Technology, Engineering, Mathematics); (b) Integrated STEM focusing on combining two or more disciplines to produce critical thinking, real world application, and creative problem solving; (c) the Disciplinary and Integrated STEM model that acknowledges both to summarize programs at the state policy level; (d) the model with no definition of STEM education. The final results include 10 percent of states use the first model, 42 percent use …