Doctor of Education (Ed.D.) Dissertations

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https://mcstor.library.milligan.edu/handle/11558/4201

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Browsing Doctor of Education (Ed.D.) Dissertations by Subject "AIMSweb"

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    The Effects of a Mobile Book Lab on the Summer Reading Regression of Elementary At-risk Students at a Select School District in Upper East Tennessee
    (2019-04-23) Markland, Tammy; Kariuki, Patrick
    The purpose of this quantitative study was to determine the effects of a mobile book lab on summer reading regression for at-risk elementary students in a select school district in Upper East Tennessee. The sample consisted of 200 at-risk elementary students who were randomly selected for the study. Fifty males and 50 females who participated in the mobile book lab, and 50 males and 50 females who did not participate in the mobile book lab were randomly assigned to each group. Data were collected from AIMSweb universal screeners for second through fifth-grade at-risk students at three elementary schools. The names of the second through fifth-grade students who participated in the mobile book lab during the summer of 2018 were acquired from the director of the mobile book lab. These lists were then used to separate the students into two groups, at-risk students who participated in the mobile book lab program and those who did not participate. Oral reading and comprehension activity questionnaires were also completed weekly by all mobile book lab attendees. This study suggests at-risk students who participated in the mobile book lab experienced a lesser amount of summer reading regression in reading comprehension and fluency than those who did not participate. Gender was not a factor in the amount of summer reading regression experienced in reading comprehension and fluency for at-risk students who participated or did not participate in the mobile book lab.
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    The Effects of Instructional Coaching on Student Performance in Reading and Math of Elementary Students at a Selected School District
    (2020-04-30) Darnell, Rachel
    The purpose of this quantitative study was to determine the effects of instructional coaching on student performance in reading and math. The sample consisted of 400 elementary students from a select school district in upper east Tennessee who were randomly selected for the study. One hundred males and 100 females who were taught by a teacher who received instructional coaching, and 100 males and 100 females who were taught by a teacher who did not receive instructional coaching were randomly assigned to each group. Data were collected from AIMSweb universal screeners for first through fifth grade students at three elementary schools. Data were analyzed using independent samples t-tests to assess the difference in student performance in different subject areas and among student subgroups. Data were also analyzed using a two-way analysis of variance to determine interactions between gender and instructional coaching on student performance. The results indicated a significant difference in overall student achievement, a significant difference in math performance, and a significant difference in special education when students were taught by coached teachers rather than non-coached teachers. Also, significant main effects were found for gender and teacher coaching status. Female students performed better than male students regardless of teacher status although, both genders tended to do better with coached teachers. No significant difference was found in reading achievement and minority status, regardless of teacher status.