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ERIC Number: ED563583
Record Type: Non-Journal
Publication Date: 2013
Pages: 251
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-4285-5
The Continuous Improvement Model: A K-12 Literacy Focus
Smith, Vicky B.
ProQuest LLC, Ed.D. Dissertation, Lipscomb University
The purpose of the study was to determine if the eight steps of the Continuous Improvement Model (CIM) provided a framework to raise achievement and to focus educators in identifying high-yield literacy strategies. This study sought to determine if an examination of the assessment data in reading revealed differences among schools that fully, partially, or did not implement the CIM. The research focused what happened during the school year 2011-12 in nine schools. The qualitative research attempted to discover the relationship among the eight steps of the CIM and the educators who implemented the model. The design of the qualitative research focused on the schools that implemented the CIM including the perceptions of participants regarding the impact upon reading/literacy proficiency. Interviews with leadership teams in six schools that implemented partially and fully were conducted. A survey was conducted among teachers from six schools that implemented the CIM. Quantitative data were collected from student results on the Tennessee Comprehensive Assessment Program Reading/Language Arts assessments for school years 2010-2011 and 2011-2012. The results showed practical and significant differences in achievement scores among those schools that partially and fully implemented the model compared to those schools that did not implement. The study also highlighted positive and negative perceptions of the model and identified high-yield strategies. The findings suggest a carefully orchestrated plan to address literacy should be implemented during the early stages in a child's education. The CIM provides a framework for educators to design a literacy plan that comprehensively addresses the needs of teachers and students. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee