Education Commons^™

Response To Intervention: A Program Evaluation Of Implementation In A Rural School District, Angela Garrison Rodgers

Education Dissertations and Projects

The acquisition of reading skills is a key component to a student’s academic progress and success in life. Effectively implemented early intervention programs have been shown to improve reading performance of struggling readers. The purpose of this study was to conduct a CIPP program evaluation of the implementation of a Response to Intervention (RTI) Program in a rural school district. The focus of this study was an RTI program in its second year of full implementation in kindergarten and first grade in 15 elementary schools. This mixed-method study utilized data gathered from reading achievement and special education referral data, district-level …

Dig Into Learning: A Program Evaluation Of An Agricultural Literacy Innovation, Erica Brown Edwards

Education Dissertations and Projects

This study is a mixed-methods program evaluation of an agricultural literacy innovation in a local school district in rural eastern North Carolina.

This evaluation describes the use of a theory-based framework, the Concerns-Based Adoption Model (CBAM), in accordance with Stufflebeam’s Context, Input, Process, Product (CIPP) model by evaluating the implementation and use of Dig into learning: An agricultural Literacy Innovation. This study evaluated teacher perceptions and use of agriculture as a context for teaching and learning in Grades K-5 by utilizing Stages of Concern (SoC) and Levels of Use (LoU) components of CBAM in relation to the CIPP model for …

Program Evaluation Of The Direct Instruction Reading Interventions: Reading Mastery And Corrective Reading, Nita M. Jarvis

Education Dissertations and Projects

The purpose of this program evaluation was to evaluate the Direct Instruction programs, Reading Mastery and Corrective Reading, from SRA McGraw-Hill Publishing Company, which were being used as a school-wide reading intervention. These programs were implemented at a small elementary school in the piedmont area of North Carolina beginning in the 2012–2013 school year. This elementary school had not been able to meet state-mandated reading proficiency requirements for more than 10 years and hoped the Direct Instruction reading program intervention would improve student reading proficiency scores as evidenced by end-of-grade test scores in reading and Diagnostic Reading Assessments.

The CIPP …