Education Commons^™

A Study Of The Impact Of Culturally Responsive Positive Behavior Interventions And Supports In The Virtual Middle School Setting, Kari Hawkey

Doctorate in Education

A considerable amount of research regarding best practices for successful disciplinary practices and programs that schools utilize to address middle school student behavior exists. Two of the most often cited and recommended practices are the Culturally Responsive practices and Positive Behavioral Interventions and Supports (PBIS). Research on how Culturally Responsive practices and PBIS are used in the virtual middle school environment was scarce. Middle school teachers participated in semi-structured interviews to determine whether or not, how, and to what extent Culturally Responsive practices and PBIS were implemented in the middle school virtual setting. The purpose of this study was to …

Closing The Literacy Gap In Reading Using Phonics And Fluency Interventions, Ariel Markgraf

Graduate Teacher Education

Effective reading interventions are essential in closing the literacy gap. Many educators are unaware of what is considered best practice for struggling readers. This paper analyzed current research on several methods, including phonics, fluency, and mix-method reading interventions and their effects on students’ reading abilities. The effectiveness and fidelity of teacher-led intervention strategies were examined as a causal means to an intervention’s success. There was also a focus on using technology-based applications in various interventions. Research showed several intervention strategies could support struggling readers, including phonic analysis (word boxes), constant time delay, and repeated and continuous reading focusing on the …

Effects Of Growth Mindset On A Student's Educational Experience, Darrick Becken

Graduate Teacher Education

While schools focus on a students’ intelligence and academic growth, a lack of self-efficacy and growth mindset may create a larger challenge for kindergarteners through twelfth graders to make proper academic growth. In an attempt to achieve academic success, this paper sought to gain an understanding of growth mindset strategies and interventions by synthesizing available research studies on the topic. Research showed that the implementation and application of growth mindset interventions encouraged growth mindset beliefs and can lead to higher success rates in overall academic outcomes. In addition to a shift in beliefs, students also saw increased levels of motivation, …

Reader’S Theater: A Quasi-Experimental Study For Secondary Students, Angela Kennedy

CUP Ed.D. Dissertations

A quasi-experimental quantitative study using a pretest-posttest design examined the effects of Reader’s Theater to eighth graders fluency and comprehension development. The study used 50 eighth grade students with 25 students making up the control group and 25 students making up the experimental group. Reader’s Theater was used as an intervention with the experimental group for 30 minutes a day for 6 weeks while the control group used regular instructional methods including summarizing, questioning, and text-dependent questions. Data were gathered using a fluency passage from Easy CBM and a 20-question comprehension passage from Easy CBM. Most students showed improvement in …

The Relationship Between Reading Level And Standardized Achievement Results, Monifa Johnson

CUP Ed.D. Dissertations

This quantitative study examined the relationship between eighth grade ELA MAAP achievement and DRP score in lowest performing students. For this research study, lowest performing students are students who scored in the bottom 25% of their class on the eighth grade ELA MAAP during the 2016–2017 school year. This study included a total population sample of 87 students who were in ninth grade during the 2017–2018 school year at a public high school in Mississippi and who were identified as lowest performing on the 2016–2017 eighth grade ELA MAAP. A Pearson product-moment correlation and multiple linear regression were used to …

Collaborative Partnerships Between Community Colleges And High Schools, Cordelia Godfrey

CUP Ed.D. Dissertations

A key concern in education today is the overwhelming number of students who leave high school unprepared for college in the core courses of English and Math. As a result of student unpreparedness, more and more students are entering college having to take developmental courses. A high number of those students are students in the state of Mississippi. The purpose ofthis qualitative case study was to explore how educational stakeholders perceive the need for implementation of college preparedness and developmental education courses for students with developmental deficiencies in urban high schools in Mississippi. In the study, the researcher used Tinto’s …

Examining The Relationship Between Cbi Methods And Student Academic Achievement Scores In Higher Education, Jason Sibulkin

CUP Ed.D. Dissertations

The international tertiary community continues to experience a substantial growth in ESL students, which represent a significant portion of total enrollment. To meet this demand for bilingual education EAP (English for Academic Purpose) programs such as CBI (content-based instruction) curriculum have been widely adopted as the preferred pedagogical approach to address this growing trend in higher education. Despite this popularity, there is a lack of longitudinal research on the efficacy of CBI courses, that link this approach to sustained improvement on student academic achievement scores. This study incorporates a mixed- methods design that investigates the academic performance of two sample …

Teachers’ Perceptions Of An Integrated Curriculum: An Action Research Study, Derenda Marshall

CUP Ed.D. Dissertations

This action research study examined the experiences of six fourth-grade teachers at a school in southern South Carolina regarding the integration of literacy and science. The analysis of data provided evidence that the teachers’ experiences during the study transformed their thinking concerning instructional strategies. The participants actively engaged in Stringer’s (2014) cyclical action research model: Look, Think, Act. Using this cyclical approach, they contributed to the five actions that took place during this study. They implemented a planned intervention that integrated literacy and science. The participants realized that using an integrated approach was a successful instructional strategy and began adding …

Tools For Effective Implementation Of Response To Intervention In The Elementary Classroom, Tonia Y. Manning

CUP Ed.D. Dissertations

Abstract

Response to Intervention is a regular education initiative composed multiple tiers of service designed to deliver scientifically based instruction and intervention. The Response to Intervention Model monitors student growth over time and enables schools to provide support to students identified as at risk through curriculum-based measurements. The reauthorization of the No Child Left Behind Act (2004) allowed states to use Response to Intervention to identify and provide intervention to students at risk of developing a reading disability. The purpose of this qualitative collective case study was to examine the tools used by teachers experienced in providing instruction and intervention …

Interventions Addressing Chronic Absenteeism, James M. Brookins

CUP Ed.D. Dissertations

This study was conducted at a single-school, rural, K–12, Oregon school district with an enrollment of approximately 240. An action research methodology investigated the attitudes and perceptions of chronically absent students and their parents concerning factors that influenced attendance and absence. A sample of 20 students and 20 parents represented 80% of the eligible population and 9 of the 13 grades. Data was gathered using semi-structured interviews, which were conducted before and after the first trimester of the 2015–2016 school year. Interventions during the trimester included daily attendance monitoring, parent contact for absences, check-ins, student self-tracking of attendance, and incentives. …