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dc.contributor.authorDavis, Anne Marie
dc.contributor.otherClark, Pamela L.
dc.contributor.otherThistle-Elliott, Lynda
dc.date.accessioned2020-12-08T16:14:34Z
dc.date.available2020-12-08T16:14:34Z
dc.date.issued8/27/2014
dc.identifierpsu-etd-067
dc.identifier.urihttps://summit.plymouth.edu/handle/20.500.12774/344
dc.descriptionThe purpose of this heuristic case study was to understand the conditions that were present when L was effectively implemented at Rural Middle School (RMS) for approximately 80 RMS students who qualified for the intervention. The focus of the implementation was to close the reading gap between struggling readers and their same-age peers. Employees in the Rural School District who experienced positive results with regard to student catch-up growth were included. The combination of programmatic design, and implementation, along with support in class and other professional development contributed to student gains in reading achievement at RMS. RMS may benefit from the data collected from the participants, the data analysis and the researcher recommendations. This heuristic case study explains the complexities of implementing the L intervention and describes why the implementation was successful at RMS. RMS and others will be in a position to consider the findings and the value of the description with regard to the implantation of L at RMS.
dc.description.abstractElectronic Thesis or Dissertation
dc.language.isoen_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.titleUnderstanding the conditions that were in place when the LANGUAGE! intervention was successfully implemented at rural middle school
dc.typetext
dc.typeelectronic thesis or dissertation
dc.contributor.chairBaker, Cheryl B.
dc.identifier.legacyhttps://digitalcommons.plymouth.edu/etd/67
etdms.degree.disciplineDepartment of Educational Leadership, Learning, and Curriculum
etdms.degree.grantorPlymouth State University
etdms.degree.leveldoctoral
etdms.degree.nameDoctor of Education in Learning, Leadership, and Community


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