Date of Award
12-2021
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Reginald Wilkerson
Committee Member
Dr. Stacy Che
Committee Member
Dr. Renee Jefferson
Committee Member
Dr. Jane Clark Lindle
Abstract
Educational leaders and practitioners face challenges in South Carolina schools, but through improvement science processes (Bryk, Gomez, Grunow, & LeMahieu, 2015), they can collectively develop solutions which directly address those issues. In this Participatory Action Research (PAR) study, I partnered with participants in ongoing Plan-Do-Study-Act (PDSA) cycles (Bryk, et al., 2015) to improve student outcomes. I triangulated multiple data points and corroborated findings with students’ own perceptions to provide evidence that students can achieve in eighth grade Algebra 1 when given the opportunity to enroll in the course and when afforded appropriate ongoing academic interventions that foster conceptual understanding, self-efficacy, and academic performance. As this is the first research study in the state of South Carolina which assessed the impact of inclusive enrollment practices and academic support (e.g., Focused Note-taking and Collaborative Study Groups) on outcomes dimensions (i.e., conceptual understanding, self-efficacy, and academic performance) among Algebra 1 students, educational leaders and practitioners are encouraged to use this research study as a basis for future action research in their own district and school settings.
Recommended Citation
Osborne, Tiffany, "Impact of Interventions on Student Performance Among Eighth Graders in Algebra 1" (2021). All Dissertations. 2919.
https://tigerprints.clemson.edu/all_dissertations/2919