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Effective Instructional Strategies for At-Risk Rural Elementary Students

Webb, Tamara Alyce

Abstract Details

2008, Doctor of Education, Ashland University, College of Education.
The purpose of this study was to understand how a rural elementary school achieved high student performance. The study was a case study of one elementary school. Data were collected through observations, interviews, and document reviews. This study provided a detailed description of one rural elementary school's culture and instructional practices that were adopted by the staff to improve the educational program from a state ranking of Academic Watch in 2001 to Excellent in 2005. This study identified key components of two intervention programs, a professional development plan, and the change process which took place at the school as well as instructional practices in establishing and monitoring goals, using graphic organizers, engaging students in activities, and increasing instructional time.
Carla Edlefson, PhD (Advisor)
Nathan Myers, PhD (Committee Member)
Herb Broda, PhD (Committee Member)
172 p.

Recommended Citations

Citations

  • Webb, T. A. (2008). Effective Instructional Strategies for At-Risk Rural Elementary Students [Doctoral dissertation, Ashland University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1213881981

    APA Style (7th edition)

  • Webb, Tamara. Effective Instructional Strategies for At-Risk Rural Elementary Students. 2008. Ashland University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ashland1213881981.

    MLA Style (8th edition)

  • Webb, Tamara. "Effective Instructional Strategies for At-Risk Rural Elementary Students." Doctoral dissertation, Ashland University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1213881981

    Chicago Manual of Style (17th edition)