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Articles 1 - 7 of 7
Full-Text Articles in Education
The Perceived Needs Of Teachers Of At-Risk Students, Daniel J. Rushton
The Perceived Needs Of Teachers Of At-Risk Students, Daniel J. Rushton
CUP Ed.D. Dissertations
The objective of this dissertation was to determine the perceived needs of teachers of at-risk students in regard to strategy-based professional development and supports for teachers to perform better within the classroom. Of secondary interest within this dissertation was whether differences exist between the perceived needs of teachers of at-risk students and the perceived needs of teachers of non-at-risk students. This was accomplished through a quantitative survey and data analysis that examined the perceived needs of teachers. Participants completed a survey in which they ranked their interest in specific strategy-based professional development and additional supports. The data was …
At-Risk Students: An Analysis Of School Improvement Grants In The State Of Missouri, Anissa Witherspoon
At-Risk Students: An Analysis Of School Improvement Grants In The State Of Missouri, Anissa Witherspoon
Dissertations
The educational system in the United States continues to pose many challenges for law and policy makers. Many of these challenges can be traced back to two landmark cases, Plessy vs. Ferguson and Brown vs. Board of Education of Topeka. And, while the U.S. Department of Education developed programs to address many of these issues, the cost versus the benefits must be considered. This research study examined the impact of federally-funded School Improvement Grants (SIGs) for elementary, middle, and high schools across the state of Missouri from 2010 to 2015 on retention rates, graduation rates, and test scores. The state …
Academy Of Reading® Impact On Student Achievement In Extended Learning Program, Latrasha Palmer
Academy Of Reading® Impact On Student Achievement In Extended Learning Program, Latrasha Palmer
Doctoral Dissertations and Projects
The purpose of this casual-comparative study was to assess the effectiveness of Academy of READING® (AOR) on eighth grade Response to Intervention students using third nine-week benchmark scaled score and Criterion Reference Competency Test scaled score. The data collected from a public middle-school in rural Georgia revealed how student achievement, gender, and socioeconomic status were impacted by AOR. AOR participants, the treatment group, received 45 minutes of research-based computer intervention while the control, non-participating AOR, did not receive computer-based instruction during extended learning. This study compared differences in the mean scaled scores for at-risk students using an independent samples t-test. …
"What Color Are Our Hearts?" Challenging Social And Literacy Inequalities In An Elementary School Writing Club, Judith M. Dunkerly-Bean, Tom W. Bean, David Kidd, Elizabeth Johnson
"What Color Are Our Hearts?" Challenging Social And Literacy Inequalities In An Elementary School Writing Club, Judith M. Dunkerly-Bean, Tom W. Bean, David Kidd, Elizabeth Johnson
Teaching & Learning Faculty Publications
This longitudinal phenomenological study centers on an after-school writing club at an elementary school started by two high school English teachers and their students. Over the course of a school year, the writing club addressed local and systemic issues of inequality and facilitated the voice, agency and creative expression of the third to fifth grade students who chose to participate. Emerging trends and themes speak to the promise and possibilities of inter-age writing clubs that go far beyond traditional tutorial models. Rather than engaging in a banking method of tutoring, this project facilitates voice, agency and equality, as well as …
Effectiveness Of Blended Learning In A Rural Alternative Education School Setting, Robin Skelton
Effectiveness Of Blended Learning In A Rural Alternative Education School Setting, Robin Skelton
Doctoral Dissertations and Projects
The purpose of this non-experimental, causal-comparative study was to examine the impact of a blended learning format on the academic achievement of at-risk 9 - 12 grade students in a rural Northeast Georgia school system. After obtaining IRB approval and district curriculum director and superintendent approval, data was obtained for evaluation. Student Georgia Criterion Referenced Competency Test (CRCT) eighth-grade scores from the content areas of math, language arts, science, and social studies were obtained and served to control for previous achievement. Students in the control group received instruction in the traditional face-to-face classroom with content instruction designed and provided by …
Measuring The Outcome Of At-Risk Students On Biology Standardized Tests When Using Different Instructional Strategies, Dana Burns
Dissertations
Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. The purpose of this study was …
A Program Evaluation Of Check And Connect For Successful School Completion, Nicole Riggans-Curtis
A Program Evaluation Of Check And Connect For Successful School Completion, Nicole Riggans-Curtis
Walden Dissertations and Doctoral Studies
School leaders at an urban public high school implemented the Check and Connect (C&C) program to improve student engagement outcomes for at-risk students in 2010-2011. No formal program evaluation of C&C had been conducted in the 2012-2013, 2013-2014, and 2014-2015 school years to show whether the program was effective. The purpose of this study was to investigate the relationship between successful school completion and participation in the C&C program. A quantitative, quasi-experimental program evaluation was conducted to determine whether C&C's student-related variables including cohort, gender, ethnicity, socioeconomic status, and truancy predicted students' successful school completion. Archival data of students eligible …