Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Dennis Triplett
Committee Member
Carolyn S. Buckenmaier
Committee Member
Barbara Packer
Keywords
academic performance, administrators, class size, computer-based integrated learning systems, data-driven instruction, low-performing students, mathematics, middle schools, parent involvement, PACT, Palmetto Achievement Challenge Test, professional development, reading, state-mandated testing, student motivation, teacher education, technology integration
Abstract
This applied dissertation describes a program for motivating students in order to improve their academic performance as measured by the state-mandated test, the Palmetto Achievement Challenge Test (PACT). The targeted population was 40 7th-grade low-performing students.
Probable cause data were gathered and analyzed. These data indicated that some factors were lack of sustained professional development for teachers, parents not being involved in the education of their children, administrators and teachers not using data to help drive instruction, administrators being cognizant of class size, and teachers not using best practices to teach reading and mathematics.
An intervention strategy was planned. The strategies included (a) providing yearlong staff development for teachers, (b) providing parents with skills to help them become more involved with their children's education, (c) training administrators and teachers how to use data to help drive instruction, (d) keeping class size 20:1 for reading and mathematics, and (e) professional development that included technology integration and using best practices. The intervention began August 2001 and continued through May 2002 with PACT results coming in August 2002.
The intervention strategies as measured by the PACT showed a 57.5% increase in reading and a 20.0% increase in mathematics over the previous year.