• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 1
  • Tagged with
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • 1
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The Impact of a Multifaceted Intervention on student Math and ELA Achievement

Strachan, Olivean 01 January 2015 (has links)
Closing the achievement gaps in mathematics and English language arts (ELA) is an ongoing challenge for most New York City Public school administrators. One New York school experiencing this problem implemented a broad intervention including (a) the Children First Intensive (CFI) program, which includes using data to inform instructional and organizational decision-making; (b) added baseline and post assessments; and (c) differentiated instruction including student conferences. The effects of the intervention had not been evaluated within the context of implementation. The purpose of this quantitative study was to evaluate the impact of the multifaceted learning gaps' intervention on 6th grade student achievement in math and ELA. The framework used in this study was the Halverson, Grigg, Prichett, and Thomas data-driven instructional systems model. The comparative study design used paired t tests to examine the change in math and ELA achievement scores on a group of 6th grade students (N = 26), before after the intervention. Results indicated significant increases in the test scores of the students, suggesting that students' learning gaps were closed using their assessment results and differentiated instruction within the comprehensive intervention. Results were used to create a professional development handbook on using a multifaceted data-based approach to improve student achievement. Positive social change might occur by providing the local site findings on the outcomes of their approach and additional training on using the approach, which may ultimately improve the academic performance of all students.

Page generated in 0.0963 seconds