Educational Assessment, Evaluation, and Research Commons^™

The Effects Of The Covid-19 Pandemic On Students In The School Setting: The Adaptations Needed For Tiered Supports, Eleni M. Gajewski

Dissertations

This study aims to evaluate the impact of the Covid-19 pandemic on students in the school setting and identify necessary adaptations needed, particularly through a tiered system of support. The research aims for two primary objectives by employing a constructivist framework utilizing mixed methods for data collection. Firstly, it aims to provide districts with a foundation for understanding the social-emotional and academic consequences of the pandemic on students. Secondly, its purpose is to empower districts to leverage this comprehensive evaluation as a proactive approach to cater to the diverse needs of all students. This includes responding to the challenges posed …

Evaluation And Improvement Of Processes And Metrics In A Dual Credit Program, Kristian E. Fischer

Education Theses and Dissertations

This dissertation used convergent mixed methods design in a program implementation evaluation of a dual credit program. A binary logistic regression was performed on dual credit enrollment persistence. A stakeholder survey was deployed to parents, administrators, instructors and counselors associated with the dual credit program. A full review of district documents related to dual credit was included as part of the qualitative component. The results of the regression indicated non-significance in the predictor variables for the dependent variable of dual credit persistence. The emergent themes from the survey included concerns about student readiness for dual credit coursework and a need …

Elementary Teachers’ Perception Of Digital Resources Based On Student Achievement, Tanya R. Small

Doctor of Education (Ed.D)

Many factors impact teachers’ decisions about when and how to implement technology during instruction. However, a gap exists in understanding teachers’ motivations for technology integration and face-to-face instruction. Therefore, this qualitative case study explored how teachers’ perceptions of student achievement, motivation, classroom behaviors, and digital challenges influenced their decisions about using technology or direct instruction in the classroom setting. A group of 20 teachers from two southern Florida public elementary schools completed anonymous Likert-scale surveys; six teachers participated in semi-structured interviews. The findings determined via descriptive statistics and thematic analysis revealed that teachers’ inclusion of technology and traditional resources is …

International K-12 Schools Seeking U.S. Accreditation: An Analysis Of The Rationales Involved In Earning Accreditation Through The Western Association Of Schools And Colleges, Kerri Knapp

Capstone Collection

The international K-12 school market is growing fast, and new international schools are opening every year. Hundreds of those international K-12 schools seek out accreditation to help validate their institution’s authenticity. Accreditation allows potential students and families to trust that the education provided is legitimate according to a set of principles and standards provided by the accreditation organization. Colleges and universities, particularly those in the United States, where thousands of international students strive to be accepted, typically require students to matriculate from an accredited school. With this market growth comes a need for accountability, and therein lies accreditation. The United …

School Accountability Within The Dominican Republic: A Qualitative Study Of School Principals’ Beliefs And Knowledge, Massiel Cohen Camacho

Dissertations

The school accountability system in the Dominican Republic (DR) involves the use of several national assessments, the reporting of such data, and the training of principals on how to use such data as part of school improvement efforts. While this type of indicator accountability system does not include specific consequences, there is still significant measuring and reporting of student achievement data, with the implied connotation of teacher and principal responsibility for specific school outcomes. The problem addressed in this study was the lack of research on what school principals know about such school accountability in the DR, and how they …

How Doctoral Students In A Formal Leadership Program Conceptualize Followership: A Mixed-Methods Study, Katy J. Johnson

Dissertations, Theses, and Projects

The purpose of this exploratory mixed-methods study was to determine how doctoral students in a formal leadership program conceptualize followership. The methods used to conduct this analysis included distributing a Qualtrics (released in August 2022) survey and conducting one-on-one interviews with a sample of degree-seeking doctoral students within a formal leadership program. The researcher collected quantitative and qualitative data addressing students’ followership style, leadership attitudes and beliefs, and perceptions of followership. These data were analyzed concurrently using a triangulation design. A total of 67 students completed the survey, and seven students were interviewed. The findings revealed that the participants employ …

How Daily Movement Impacts Elementary Students In Math, Lesley Mcmahan Lawson

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Lesley McMahan Lawson on April 11, 2023.

Validating Middle School Principals' Opinions About The Impact Of Investments, David Adler

Doctoral Dissertations

Accountability for American public education systems, which spend more than $750 billion annually as of 2019, has been a topic of longstanding controversy. The test-based accountability movement has led to conditions that penalize schools that educate traditionally underserved students (low socioeconomic status, English language learners and students with disabilities are examined in this paper). Further, leaders of these schools lack evidence-based guidance to help make high-impact improvements, as schools serving high proportions of these students are rarely cited as exemplars of high-quality education. In three phases, this study demonstrates the feasibility of using a demographically normed, test-based status metric to …

Fortalecimiento De Competencias Tic En Los Docentes Del Colegio Gimnasio Obregón, Yamile Burbano Sánchez, Martha Liliana Jiménez Santamaría, Ana Cristina Torres Cruz

Maestría en Diseño y Gestión de Escenarios Virtuales de Aprendizaje

La presente investigación se enfoca en el fortalecimiento de las competencias de las tecnologías de la información y la comunicación en los docentes del Colegio Gimnasio Obregón a fin de incrementar su apropiación y uso a través de un escenario virtual de aprendizaje. El enfoque metodológico cualitativo fue empleado para comprender e interpretar la realidad del estudio desde el punto de vista de los participantes de la investigación; bajo el método de investigación, acción para definir las competencias presentes en el profesorado, tomando como referencia el modelo en competencias digitales del Ministerio de Educación Nacional. 32 docentes de las diferentes …

Making The Grade: Do Teacher-Created Grading Systems Result In Disparate Outcomes For High School Students?, Laura L. Mayberry

UNF Graduate Theses and Dissertations

The lack of formal grading policies within individual schools and school districts results in differential grading across classrooms. In many secondary schools, an individual course may be taught by multiple teachers. This study aimed to determine if the existence of differential grading results in disparate outcomes for students based on their assigned teacher. Data about students (demographics, teacher-issued grades, and standardized test scores) was collected from four core content classes at one high school. Regression analysis was used to isolate the impact of students’ assigned teacher on their course grade after controlling for demographics and academic performance as measured by …

Strengthening The Academic Progress Of Students Within Multi-Tiered Systems Of Support, Leslie Dial

Electronic Theses and Dissertations

Leadership in education is thinking, communicating, and modeling to maximize student growth and achievement. This quantitative research study explored how leadership can strengthen the academic progress of students within Multi-Tiered Systems of Support (MTSS). When implementation of MTSS is guided by adaptive school leadership, educators will be prepared, communication will occur, interventions will be established, and data will be evaluated. Adaptive leaders who build efficacy will ensure fidelity and continuous improvement of student achievement.

Survey research was conducted to analyze the operational level of MTSS regarding the domains of Leadership, Building Capacity for Instruction, Communication and Collaboration, Data-Based Problem-Solving, Tiered …