School improvement programs -- United States -- Case studies
Subject
Subject Source: Library of Congress Subject Headings
Found in 6 Collections and/or Records:
Beyond teaching: a commitment to social and emotional learning at the elementary level, 2020
Item — Call number MU Thesis Bev
Identifier: b7930093
Abstract
Todays schools are increasingly multicultural and multilingual, with students from diverse social and ecnomomic backgrounds. Educators serve students with different motivations for engaging in learning, behaving positively, and performing academically (Weisberg, 2016). Raising knowledgeable, responsible, and caring children can be enhanced by thoughtful, sustained, and systematic attetion to children's social and emootional learning (SEL). The purpose of this program evaluation was to...
Dates:
2020
Improving chronic absenteeism : a mentor/intervention program evaluation to improve attendance and academic performance, 2020
Item — Call number MU Thesis Sas
Identifier: b7930245
Abstract
Poor student attendance is a leading indicator of future school difficulties, including low achievement, increased discipline issues, and a greater chance of dropout. In addition to individual declines, school culture can feel the effects of chronic absenteeism through student and teacher frustration and lower school morale. The purpose of this study is to assess the impact of an intervention/mentoring program designed to improve school attendance and academic performance. Students worked...
Dates:
2020
Inclusive educational programs for students with disabilities : a comparison of language arts literacy performance by setting, and teacher perceptions, 2019
Item — Call number MU Thesis Too
Identifier: b7929562
Abstract
Research has shown a benefit to students with disabilities in inclusive settings. No studies conducted since the late 1970s have shown an academic advantage for students with intellectual and other developmental disabilities educated in a separate setting. The purpose of this study was to analyze the impact of a programmatic shift, in Language Arts Literacy (LAL), from pull out resource to inclusion for fourth-grade students with disabilities. Achievement scores in LAL for fourth-grade...
Dates:
2019
Lost in transition : closing the personalized learning gap, 2019
Item — Call number MU Thesis Hes
Identifier: b7929309
Abstract
Authentic learning opportunities that engage students, promote student agency, and encourage individual strengths and interests are increasingly practiced in schools. However, learning opportunities for all students remain inconsistent and scattered. Very few studies report how schools navigate the shift from traditional models of instruction to personalized ones. The purpose of this participant-oriented study was to explore a possible solution to reduce the personalized learning gap and...
Dates:
2019
The effect of student-led conferences on the metacognitive skills of elementary school students, 2019
Item — Call number MU Thesis Bei
Identifier: b7929542
Abstract
Within this study, student-led conferences were used as a framework to structure the authentic instruction and practice of metacognitive skills. The importance of metacognition and its effect upon student academic progress has been supported through research for several decades. Metacognitive skills such as planning, monitoring, and self-evaluation are essential for life success. These skills are routinely addressed within the framework of student-led conferences. In the months of...
Dates:
2019
The effects of a service-learning project in a technology education elective course on student outcomes, 2021
Item — Call number MU Thesis Bru
Identifier: b7930732
Abstract
Students lack the necessary skills as they graduate from high school and pursue college or a career. A few of the essential skills needed to thrive in today's global economy include problem-solving, critical thinking, emotional intelligence, creative processing, and leadership perspective. Traditional curriculum is not providing students with an opportunity to learn and develop these skills. John Dewey (1938) suggested that engaged learners maximize their portential through a hands-on...
Dates:
2021