Approximately 12% of students at the study middle school failed to reach proficient levels on state assessments in mathematics from 2010-2012. Poor performance on assessments can limit future mathematical trajectories and opportunities for students. One of the causes for failing to meet proficient levels on mathematics assessments could be the inconsistent use of teaching practices targeted at supporting lower achieving students; according to such reasoning, a consistent use of research-supported practices could result in improved student performance. Kolb's experiential learning theory, Vygotsky's social development theory, and Maslow's motivation theory provided a framework for this case study. Interviews and observational data were used to ascertain 5 teachers' perceptions concerning instruction for students who fail to reach proficient levels on state assessments. Research questions examined teachers' perceptions regarding implementing best instructional practices and regarding number sense, computational, problem-solving, working memory, and self-efficacy needs of lower level basic skills students. Data from 10 teacher interviews and 15 observations were analyzed using typological coding and thematic analysis. Results indicated that teachers perceived that homogenous groupings prevented teachers from meeting needs of students scoring below the proficient level and from using research-based strategies. The resulting position paper outlines the recommendation to de-track mathematics classrooms into heterogeneous groupings. Study results can be used to help provide teachers with research-based strategies targeted toward improving instruction for basic skills students.

The purpose of this study was to identify teachers' perceptions of factors that lead to teachers applying to and staying in a high-poverty, low-performing elementary school. Duncombe (2017) noted that 16% of their teaching staff in high-poverty schools were within their first 2 years of teaching, in stark contrast to low-poverty schools having only 8% of their teachers in their first 2 years of teaching. By identifying teachers' perceptions of factors that lead to them applying to and staying in a high-poverty, lowperforming elementary school, principals and school division leaders would better understand the practices they could implement to address the teacher storage in these schools. The qualitative study included interviews with five teachers who have applied to and stayed in a high-poverty, low-performing elementary school in urban Virginia for a minimum of 3 years. Data collection included five semi-structured interviews with teachers in a school designated as a highpoverty, low-performing elementary school. After completing the interviews and the coding, the researcher looked at the emergent themes, identifying the different factors that play a role in their decisions to stay. The researcher explored teachers' perceptions of the teaching environment and why they chose to apply to and stay in an elementary school classified as high-poverty, low-performing. Analyzed data indicated that administrative support, positive school climate, and instructional coaches or instructional supports impacted teacher retention in a high-poverty, low-performing elementary school in urban Virginia. Teachers noted that having a supportive principal increased their self-efficacy and classroom autonomy, which increased job satisfaction and directly impacted their decision to stay. Teachers interviewed also reported a positive school climate and access to instructional coaches and instructional supports were effective in assisting them to overcome the challenges and / Doctor of Education / The purpose of this study was to identify teachers' perceptions of factors that lead to teachers applying to and staying in a high-poverty, low-performing elementary school. Duncombe (2017) noted that 16% of the teaching staff in high-poverty schools were within their first 2 years of teaching, in stark contrast to low-poverty schools having only 8% of their teachers in their first 2 years of teaching. By identifying teachers' perceptions of factors that lead to them applying to and staying in a high-poverty, lowperforming elementary school, principals and school division leaders would better understand the practices they could implement to address the teacher storage in these schools. The qualitative study included interviews with five teachers who have applied to and stayed in a high-poverty, low-performing elementary school in urban Virginia for a minimum of 3 years. Data collection included five semi-structured interviews with teachers in a school designated as a highpoverty, low-performing elementary school. The researcher explored teachers' perceptions of the teaching environment and why they chose to apply to and stay in an elementary school classified as high-poverty, low-performing. Analyzed data indicated that administrative support, positive school climate, and instructional coaches or instructional supports impacted teacher retention in a high-poverty, low-performing elementary school in urban Virginia. Teachers noted that having a supportive principal increased their self-efficacy and classroom autonomy, which increased job satisfaction and directly impacted their decision to stay. Teachers interviewed also reported a positive school climate and access to instructional coaches and instructional supports were effective in assisting them in overcoming the challenges directly impacting their decision to apply to and stay employed in a high-poverty, low-performing elementary school in urban Virginia. The findings in this study could help administrators in high-poverty, low-performing elementary schools implement practices to impact teacher retention in high-poverty, low-performing elementary schools

Thesis (MPA.) -- University of Limpopo, 2016 / This study is an investigation of effective management of high failure rates in grade nine classes in selected schools of the Mamabolo circuit. The study was prompted by several factors such as repetition rate, overcrowding and over-aged learners experienced in grade nine classes. The problem statement provides the foundation within which the aim and objectives are described. The causal factors of grade nine failure rates and how the management of schools was affected were not overlooked. The main targets were the School Management Teams of selected schools in the Mamabolo circuit. A qualitative research method was used. Various methods of data collection were used such as face-to-face interview, observation and document analysis whereby the summary of learner performance, collected from the circuit office, was analysed. Key findings of this research suggest that the School Management Teams are faced with great challenges that emanate from high failure rates in grade nine classes. The majority of the schools in the Mamabolo circuit are characterised by very low school enrolment which affects the post establishment and results in management overload. Congestion in the classrooms is experienced in grade nine classes (see figure 4.5). Most of the School Management Teams consist of one principal and one HOD, while other members are post level one educators who are senior educators (see table 3.1). This situation, in some instances leads to reluctance in performing management duties as compared to the schools where the School Management Teams are constituted by appointed principal, deputy principal/s and HODs only. Grade nine classes are not effectively managed due to various challenges such as overcrowding, lack of furniture, shortage of Learner Teacher Support Material, over-aged learners, low morale, discipline problems, poor involvement of parents, teenage pregnancies and drop-outs. Furthermore, the study revealed that very few School Management Teams seem to acknowledge that they also contribute to the failure rate in grade nine. This was clearly indicated when the School Management Teams were responding to the question on the causes of poor academic performance in grade nine classes. Learners, parents, educators, some departmental policies and the Department of Education itself were mentioned as contributing factors to poor performance. The following conclusions were drawn from the study findings: There are serious challenges facing the School Management Teams in the Mamabolo circuit, which are emanating from high failure rates in grade nine classes. The School Management Teams find it difficult to effectively manage high failure rates. High failure rates have a negative impact on the management of schools and affect the functionality of the school as an institution of learning. Finally, although the School Management Teams in the Mamabolo circuit fail to effectively manage high failure rates in grade nine, this investigation indicates that they are very aware of their responsibilities as members of the School Management Teams. In order to improve the effective management of the School Management Teams, to eliminate the challenges experienced and to increase learner attainment in grade nine classes, the following recommendations should be considered: skills development workshops, planning, implementation and monitoring of curriculum activities, provision of human and physical resources and parental involvement.

Sale in essence, is the revenue generator of the company which ensures the existence and maintains the profitability of the business. Here upon, regular measuring the performance of the sales department and being aware of people’s performance in the department is required for companies as to reach certain preset goals and being assured of sales department’s productivity and profitability. This paper aims at studying the salespeople who perform below than expected as to find the causes behind the issue and help stabilizing and boosting the performance of the company finally. With respect to the fact that low performer problem is a complex issue consisting of wide range of aspects, variables and elements, as to collect the data and the analysis; a combination of quantitative and qualitative method (triangulation; via questionnaire and interviews) were used. The problem is narrowed down into three main affecting areas: 1- Employee turnover 2- Ethical issues 3- Job engagement and each scope is examined and analyzed in relation to salespeople’s performance. Consequently, potential and practical solutions and suggestions as for resolving the problem are presented which briefly are: inter-organizational approach, mostly by using job engagement, contribution and interaction.

During transformation (1994 onwards), different interventions were instituted within Education as an attempt to redress learner achievement and throughput. By so doing, the South African government believed that by investing in education a return would be attained which would be beneficial to stabilising its economy — nationally and internationally. However, expected outcomes of these interventions have not been achieved and various researchers and opinion leaders still view the quality of education in South Africa as disparaging and deficient as well as characterised by an increasing prevalence of dysfunctional schooling systems. Therefore, this research aimed to design a generic mentoring framework through which transformation within dysfunctional schooling systems can be facilitated; this is to enable whole school development to achieve best educational practice. In order to achieve this, a micro-level analysis of schooling systems, using the functionalist perspective, specifically enabled through the contributions of Parsons and Merton was undertaken. In addition, insight gained from a broad range of literature and other secondary resources on mentoring, best practice and quality education was used to develop a number of premises. These premises were used to suggest how the generic mentoring framework can be adapted to enable a fit-for-purpose mentoring system which allows facilitation of a process of sustained transformation which gravitates towards a whole school culture that envisions quality education for all. It is recommended that further research be undertaken to ascertain the strength of the generic mentoring framework and operationalising it as a fit-for-purpose mentoring system within a school in the form of a pilot study. Aligned with this, to undertake assessment research, amongst other things, to systematically and with greater depth explore the notions of intended and unintended consequences that manifest during operationalisation of a fit-for-purpose mentoring system and how these can and should be measured.

A review of the available research indicates that relatively little is known about how districts employ Academic Achievement Teams or similar mechanisms to reduce declines in student achievement and sustain increased student achievement at the elementary school level (Kutash, Nico, Gorin, Rahmatullah, & Tallant, 2010).   Turning around chronically low-performing schools is challenging work requiring a systemic rather than school-by-school approach (Robinson & Buntrock, 2011). The most successful turnaround efforts have both high-impact leaders and the district capacity to initiate, support, and enhance transformational change through the use of data. Educational leaders on all levels are realizing meaningful information can only be acquired through a proper analysis of data and good decisions are based on this thoughtful process of inquiry and analysis (Creighton, 2007).  The intent of this study was to identify practices of Academic Achievement Teams that facilitated student achievement.  Interviews were conducted with principals, directors of elementary education, a teacher, and district liaison representing the Virginia Department of Education\'s Office of School Improvement to gain insight into the operational and organizational structures of the Academic Achievement Teams. A qualitative design was selected to conduct this descriptive cross case study. In addition to the one-on-one interviews, observations of the Academic Achievement Team meetings and review of documents from each of the two study schools were examined to gain additional perspective regarding how the Academic Achievement Team operated to increase student achievement.  The interviews, observations, and document reviews were analyzed using the Constant Comparative Method to understand the specific practices employed by Academic Achievement Teams that increased student achievement at two elementary schools (Maykut & Morehouse, 1994). / Ed. D.

This dissertation investigated and examined disparities among selected variables between high- performing and low-performing high schools in Virginia. Overall, student academic performance is the major difference between the two categories of schools, but there may be other differences within the school dynamic that can rationalize the categorization of schools. These potential differences demonstrate the need to examine other variables and the disparities within these certain variables. Seven possible variables that may have such an influence are: the student achievement scores, teacher quality, racial composition, socioeconomic status, student attendance, financial commitment, and condition of the building. Understanding these differences can provide valuable insight into the various factors that contribute to the academic success or failure of a school. Data from the study indicated that for the most part, the variables selected for comparison did indicate a significant difference in the variables. The only exception was in Teacher Quality. Since Student Achievement, Student Attendance, and Teacher Quality pertained directly to the student, and Racial Composition and Socioeconomic Status, pertained to the student body, meaning the enrollment of these three variables were demographically controlled, this indicated to this researcher that financial commitment data and building conditions data were the most important variables to this study. The basis for this is that Racial Composition, SES, Student Attendance, and Teacher Quality influenced one variable and that is Student Achievement. This reduced the importance of Teacher Quality because not all low and high-performing schools will have the same quality of teachers in the classroom. If this was the case, every student would perform equally. This, of course, was not true. Therefore, other variables played an especially important part in the disparities between the two categories of schools. This rationale would give credence to the importance of Financial Commitment and School Building Conditions. These latter two variables then influenced the educational process of students and are things the School Board can control or at least have control over. / Doctor of Education / This dissertation investigated and examined disparities in selected variables between high- performing and low-performing high schools in Virginia. Overall, student academic performance is the major difference between the two categories of schools, but there may be other differences within the school dynamic that can rationalize the categorization of schools. These potential differences demonstrate the need to examine other variables and the disparities within these certain variables. Seven possible variables that may have such an influence are: student achievement scores, teacher quality, racial composition, socioeconomic status, student attendance, financial commitment, and condition of the building. Understanding these differences can provide valuable insight into the various factors that contribute to the academic success or failure of a school. Data from the study indicated that for the most part the variables selected for comparison did indicate a significant difference in the variables. The only exception was in Teacher Quality. Since Student Achievement, Student Attendance, and Teacher Quality pertained directly to the student, and Racial Composition and Socioeconomic Status, pertained to the student body, meaning the enrollment of these three variables were demographically controlled, this indicated to this researcher that financial commitment data and building conditions data were the most important variables to this study. The basis for this is that Racial Composition, SES, Student Attendance, and Teacher Quality influenced one variable and that is Student Achievement. This reduced the importance of Teacher Quality because not all low and high-performing schools will have the same quality of teachers in the classroom. If this was the case, every student would perform equally. This, of course, was not true. Therefore, other variables played an especially important part in the disparities between the two categories of schools. This rationale would give credence to the importance of Financial Commitment and School Building Conditions. These latter two variables then influenced the educational process of students and are things the School Board can control or at least have control over.

Within a low-performing seventh grade mathematics classroom, communication techniques including discourse, collaborative groups, listening, reading, and writing were implemented during a six week period. This study shows how the use of these techniques led to the twenty four students' conceptual understanding of fraction and decimal concepts. This research study provides insight to the deep-seeded beliefs of low-performing students. It provides a record of how the teacher used communication techniques in the classroom and had a strong positive impact on the attitudes and performance of these struggling students.

The purpose of this research study was to examine the strategies and techniques facilitated by urban middle school administrators to increase student achievement in low performing schools and to meet the Accountability Performance Index growth requirements. Literature concerning the methods used by educational administrators in facilitating academic change in urban education for school improvement was examined. The researcher collected and analyzed three kinds of data: (a) from interviews, (b) from direct observation, and (c) from written documents to better understand how strategies and techniques were implemented. For the purposes of this study, five schools were selected that (a) had similar demographics and student populations, (b) were low performing as outlined by the Academic Performance Index (API) for the State of California, and (c) were required to improve student achievement. All schools implemented a variety of new strategies and techniques that were effective in producing positive results for school improvement. Teachers received additional training in new methods of standards-based instruction. The respondents purchased and utilized a variety of programs that specifically addressed improvement in math, reading, and discipline. Emphasis was also placed on increasing attendance. Suggestions for future research and recommendations for school improvement are included in this dissertation.

This case study addressed the factors that enhanced or constrained the success of one Promise Academy at an elementary school in the northeastern United States. A large number of schools in an urban district have continuously failed to make adequate yearly progress (AYP). The study school implemented the Promise Academy model in September 2010, to dramatically improve and transform the learning environment in this underperforming school. Promise Academies, the district turnaround model, was implemented in 11 schools, all of which have failed to produce increases in student outcomes. The theoretical framework supporting this study was Michael Fullan's theory of educational change. Using a qualitative goals based program evaluation, the research questions explored the stakeholders' perspectives on the implementation of one Promise Academy. For this qualitative study, interview data were collected and analyzed by using open coding and analytical coding. The common themes identified helped to examine and understand the factors that participants' reported as having constrained and enhanced the implementation of the Promise Academy model and student achievement. The key stakeholders in this case study included 10 teachers, 3 parents and 2 administrators. The results included in the evaluation report reflected that the implementation of the Promise Academy had a positive impact on student learning during the first 2 years of the model, however, this was followed by a decline in student achievement during the third year and beyond. The recommendations included a continued plan of action throughout the intended duration of the reform model. Positive school turnaround can lead to higher graduation rates which can positively affect the quality of the community, which will ultimately lead to positive social change.