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ERIC Number: ED567888
Record Type: Non-Journal
Publication Date: 2015
Pages: 96
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-1497-0
A Case Study on the Impact of Homogenous Small Class Instruction as an Academic Intervention for At-Risk Students
Mays, Jessica E.
ProQuest LLC, Ed.D. Dissertation, Gardner-Webb University
This case study examined the impact of a site-specific intervention for at-risk students in a small rural elementary school in the foothills of North Carolina. The research site uses a small homogenous class setting as a basis for accelerating academic growth for students who are considered at-risk in literacy based on the state-required literacy assessment. The researcher used a mixed-methods approach to determine the impact of this intervention through focus group interviews, surveys, and student growth data on state-required assessments. The researcher explored student perceptions of their personal learning as well as parent perceptions of their child's success. Teacher perceptions of the impact of the intervention were also studied. Student assessment data were analyzed and compared to at-risk students in a regular classroom setting to compare the rate of growth between the two groups of students. Results of the study showed students in both settings made adequate growth; however, the students in the transition class made slightly higher growth than the regular class and had an overall more positive view of school and the educational process according to student surveys, teacher surveys, and parent surveys. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina