A Case Study on the Impact of Homogenous Small Class Instruction as an Academic Intervention for At-Risk Students

Autor/in	Mays, Jessica E.
Titel	A Case Study on the Impact of Homogenous Small Class Instruction as an Academic Intervention for At-Risk Students
Quelle	(2015), (96 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Gardner-Webb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-1497-0
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Homogeneous Grouping; Small Classes; Small Group Instruction; Intervention; At Risk Students; Rural Schools; Elementary School Students; Acceleration (Education); Mixed Methods Research; Focus Groups; Surveys; Student Evaluation; Student Attitudes; Teacher Attitudes; Comparative Analysis; Data Analysis; Educational Environment; Transitional Programs; Educational Attitudes; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Homogene Gruppierung; Niveaugruppierung; Streaming; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Acceleration; Beschleunigung; Survey; Umfrage; Befragung; Schulnote; Studentische Bewertung; Schülerverhalten; Lehrerverhalten; Auswertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	This case study examined the impact of a site-specific intervention for at-risk students in a small rural elementary school in the foothills of North Carolina. The research site uses a small homogenous class setting as a basis for accelerating academic growth for students who are considered at-risk in literacy based on the state-required literacy assessment. The researcher used a mixed-methods approach to determine the impact of this intervention through focus group interviews, surveys, and student growth data on state-required assessments. The researcher explored student perceptions of their personal learning as well as parent perceptions of their child's success. Teacher perceptions of the impact of the intervention were also studied. Student assessment data were analyzed and compared to at-risk students in a regular classroom setting to compare the rate of growth between the two groups of students. Results of the study showed students in both settings made adequate growth; however, the students in the transition class made slightly higher growth than the regular class and had an overall more positive view of school and the educational process according to student surveys, teacher surveys, and parent surveys. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01