Education Commons^™

An Evaluation Of Champs: A Classroom Management Program, Holly J. Minnear

Education Dissertations and Projects

This dissertation was designed to examine the impact of Conversation, Help, Activity, Movement, Participation, Success (CHAMPS), a classroom management program in elementary schools in a district in North Carolina. The participants included principals and teachers who attended a 2-day training course and implemented the CHAMPS program at their schools.

The researcher used Stufflebeam’s Context, Input, Process, Product (CIPP) model to examine the impact of CHAMPS on classroom management practices and student behavior. Specifically, the researcher utilized the Process and Product components of the CIPP model. The Process Evaluation sought to answer the question, “To what extent was the CHAMPS program …

A Case Study Of The Impact Of Pbis At Smith Elementary, Amber Halliburton

Education Dissertations and Projects

This dissertation was designed to examine and assess the impact of a Positive Behavior Intervention and Supports (PBIS) program on student behaviors, academic environment, and the total school environment. The study examined and assessed the impact of PBIS on student suspensions, student attendance, and student interactions. Additionally, this study examined the impact of the academic achievement of students and teachers’ instructional delivery time. This study examined the school-wide rules and expectations, school safety, communication, and the school’s response to student positive behaviors. The study took place at a rural elementary school in western North Carolina. The school successfully completed implementation …

A Case Study Of The Impact Of Reading Intervention In Early Elementary School Grade Levels, Bonnie S. Smith

Education Dissertations and Projects

This case study examined the impact of small class size using small group instruction with ability grouping for early literacy intervention. In this study, data were analyzed to determine the impact small class size, paired with small group instruction for intervention, had on students in terms of attaining grade-level proficiency standards. DIBELS data and facilitator interviews were analyzed from first and second grade intervention and traditional classes to determine the effectiveness of small class size and ability grouping for students to achieve grade-level proficiency in literacy. Results show that using direct instruction in small groups with Title I inclusion helped …

A Program Evaluation On Implementing Investigations In Number, Data, And Space® In Three Elementary Schools, Alexandra Leigh Smith

Education Dissertations and Projects

This applied dissertation was designed to provide perceptual teacher data as well as summative testing data to educational leaders concerning the effects of implementing Investigations in Number, Data, and Space® (Investigations) in three Title I elementary school settings, two Title I schools, and one non-Title I school. Data collected during this dissertation will be of use to educational stakeholders in selecting mathematics programs for elementary age students.

The purpose of this applied dissertation was to assess the effects of the Investigations program utilizing Stufflebeam’s CIPP program evaluation model. End-of-grade math test data for third, fourth, and fifth grade from the …

Teacher Capacity And Attitude Toward Data: An Examination Of The Association Between Teacher Beliefs And Student Performance On The Measures Of Academic Progress Assessment, Elizabeth C. Mitcham

Education Dissertations and Projects

Since the onset of No Child Left Behind legislation and federal funding for schools tied to summative assessment performance, educational leaders have sought to identify factors that are most influential on student learning outcomes. Research continues to link the use of formative data practices and teacher efficacy to improved student performance. The intent of this study was to explore associations between teacher capacity and attitude and student performance. In this embedded mixed-methods study, qualitative data from focus groups comprised of survey participants were collected within a larger quantitative study that examined associations between teacher beliefs and student performance. The study …