Date of Award
Doctor of Education (EdD)
Education Systems Improvement Science
Dr. Reginald Wilkerson
Dr. Stacy Che
Dr. Renee Jefferson
Dr. Jane Clark Lindle
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.
Osborne, Tiffany, "Impact of Interventions on Student Performance Among Eighth Graders in Algebra 1" (2021). All Dissertations. 2919.