Education Commons^™

The Middle To High School Transition: An Applied Research Study To Improve And Support High School Readiness In High-Poverty Schools, Robert Davis Ii

Electronic Theses and Dissertations

The applied research study aimed to improve high school readiness for eighth-grade students transitioning to ninth-grade in high-poverty schools. Middle school educators are struggling to prepare students for ninth-grade without the proper transition support programs. This applied research study's framework was based on improving student performance, preventing academic achievement loss, addressing social-emotional learning, and informing students of operational procedures to prepare them for the high school environment. An action plan was developed and implemented in three phases to address each element of concern intentionally. Phase one consisted of Saturday Academy tutoring to improve student performance in reading and math. Implementation …

Implementation Of The Michael Heggerty Model To Increase Student Achievement Of At-Risk Readers In Kindergarten, Michelle White Nowell

Electronic Theses and Dissertations

This applied research study seeks to help at-risk readers improve phonemic awareness in kindergarten at Mayberry Elementary by implementing the Michael Heggerty Phonemic Awareness Model so the students can become successful readers. Using three elements in this study, professional development, teacher PLCs, and data talk meetings with peer teachers in kindergarten throughout the year, the researcher sought to build teacher capacity in the implementation of the Michael Heggerty Phonemic Awareness Model to improve student achievement. Surveys, observations, focus groups, and interviews were used in the study. Additionally, the goal of this study aimed to improve the educator's capacity to address …

Exploring The Impact Of Leadership Values And Practices To Support Equity And Social Justice In An Urban School, Susan-Marie Farmen

Electronic Theses and Dissertations

This qualitative case study explores the leadership values and practices of a principal in a sixth through twelfth-grade school in the Rocky Mountain West to determine how leadership values and practices support the implementation of equitable and socially just practices in the school. Five key themes emerged: (a) equity as a Black/non-Black construct; (b) a lack of knowledge and awareness of the historical contexts of marginalized populations; (c) moral courage for all members of the school; (d) equity as an initiative or program; (e) resistance to deep equity work. From these themes, I devise three recommendations to support substantial and …

Dying For Change: The Impact Of Awareness Prevention And Intervention On Graduate Assistant Stress, Marla Bruner

Electronic Theses and Dissertations

As challenges surrounding mental health and well-being in doctoral graduate students (GAs), continue to rise, it is imperative that higher education institutions evaluate the stressors that GAs experience, their awareness and use of campus resources for dealing with stressors, and the impact that additional resources and programming may have on stress. The research questions for this study sought to examine the stressors experienced by doctoral level graduate students working in GA positions and their corresponding awareness and use of campus resources, and to determine what impact, if any, providing additional services, resources, and programming in had after a three-year implementation …

Qualitative Study Of Collaboration Between Independent Reading Specialists And Elementary Classroom Teachers, Lindsay Lee Hawbaker

Electronic Theses and Dissertations

Abstract

The failure of educators to meet the needs of elementary students who require separated, differentiated, and intensive reading interventions (Tier 3) has been attributed to the scarcity of administrative resources and a lack of effective collaboration between reading specialists and classroom teachers. Experts opine that common barriers to effective collegial collaboration between institutional reading specialists, who are employed by the school, and classroom teachers include: an unsupportive school culture, the classroom teachers’ fear of losing pedagogical autonomy, the absence of mutual trust and interdependence between the reading specialists and their students’ classroom teachers, and the inability of reading specialists …