Term of Award
Spring 2013
Degree Name
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Gregory Chamblee
Committee Member 1
James Green
Committee Member 2
Ian Lubin
Abstract
This case study explored the impact of a scheduling intervention on the Georgia High School Graduation Test standardized achievement test scores of students identified as in need of remediation in the content areas of English and mathematics, paired with the perception of this scheduling model from key informants in the study. Students in the scheduling intervention were enrolled in a year-long, alternating content-day block scheduling model. The quantitative portion reviewed Georgia High School Graduation Test score data for students who participated in a modified block (referred to as Schedule Two) results were analyzed, indicating passing percentages, and number for each year, and content subject addressed in the study. Schedule Two students were identified as being at a high risk for failing standardized tests during their initial attempt based upon previous results. Results indicated Schedule Two students had higher than expected Georgia High School Graduation Test English and mathematics passing rates based on prior standardized test scores. The qualitative portion reviewed transcripts from interviews of teachers and students involved in the program. Dominate themes and patterns emerged. Results indicated that teachers and students perceived a schedule that offered year-long pacing was a better fit academically for students in need of remediation. Both students and teachers felt placing students in need of remediation all in the same classroom often lead to more behavior problems than the randomly computer-generated 4x4 block classes at the school. Both teachers and students noted difficulty adjusting to the alternating content day schedule. Implications of these findings are presented for educational leaders.
Recommended Citation
Harvey, Dora, "A Case Study of the Impact of an Intervention Scheduling Model on Academic Achievement in English and Mathematics by Students in Need of Remediation" (2013). Electronic Theses and Dissertations. 800.
https://digitalcommons.georgiasouthern.edu/etd/800
Research Data and Supplementary Material
No
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons
