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ERIC Number: ED554232
Record Type: Non-Journal
Publication Date: 2013
Pages: 95
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-5824-7
ISSN: N/A
The Impact of a Competitive Teaching Model on At-Risk Students' Perceived School Affiliation
Jackson, Ryan Burke
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University
Today's students are disengaged, disenfranchised, and dropping out in record numbers. If this trend continues, educators and academic institutions everywhere are in jeopardy of exacerbating the wide chasm that separates students from learning. This was a quasi-experimental, causal-comparative, action-research study. The researcher implemented a triangulation of teaching pedagogies, known as the Competitive Teaching Model (CTM). The CTM's purpose was to foster and cultivate a student's perceived sense of belonging and, in turn, improve a student's academic achievement. The treatment and control groups then competed against each other on organized writing assessments leading up to the final state-mandated writing assessment. The results of the study showed a significant increase in student achievement for the treatment group compared to the control group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A