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Increasing Collaboration To Improve Student Outcomes: Improvement Science, Cassandra Diane Thonstad
Increasing Collaboration To Improve Student Outcomes: Improvement Science, Cassandra Diane Thonstad
Dissertations and Theses
The aspiration of achieving equitable outcomes for all students is a focus of schools, districts, and communities but has largely remained unattainable with the top-down implementation of change ideas and directives that come and go as quickly as they are implemented. Too often the direct users, students and classroom staff, are left out of the conversations around what works best to improve student success, contributing to the achievement gaps experienced by our students of color, students receiving special education or English language services, or in the case of a hook discipline, young men. By utilizing Improvement Science through collaboration across …
Analyzing The Academic Achievement Of Secondary Virtual Learners During The Covid-19 Pandemic: A Mixed Methods Case Study, Christina Kaye Board
Analyzing The Academic Achievement Of Secondary Virtual Learners During The Covid-19 Pandemic: A Mixed Methods Case Study, Christina Kaye Board
Dissertations and Theses
Secondary students from a mid-sized school district in the rural Midwest who had chosen an asynchronous learning environment during the COVID-19 pandemic were analyzed to determine predictors of academic achievement and perceptions of their learning during the pandemic. An explanatory, mixed methods case study was conducted to sequentially analyze quantitative data and qualitatively analyze their experiences. Archival data from 288 students [F(7, 281) = 20.87, p < .001] was used predict grade point average (GPA) during virtual learning (M = 2.43, SD = 0.89) using a multiple linear regression (R2 = .326). This study was done to determine what factors help educators understand the variables that aide in student achievement while virtual learning. Predictor variables included race/ethnicity, sex, socioeconomic status, grade level, past attendance, past GPA, and number of parents/guardians in the home. Significant predictors were grade level, past GPA (M = 3.05), and sex. The focus of the qualitative research was on access to technology, digital literacy, attitude, motivation, and social connectedness prior to, during, and post-virtual learning. Four themes emerged. Results from this study suggest that schools should consider the type of virtual environment they provide, instructional design that includes social interaction, and professional development for staff prior to implementation of a virtual learning environment to increase achievement.