Date of Award

8-27-2014

Document Type

Restricted Access Dissertation

Degree Name

Doctor of Education in Learning, Leadership, and Community

Department

Department of Educational Leadership, Learning, and Curriculum

Committee Chair

Cheryl B. Baker

Committee Member

Pamela Clark

Committee Member

Lynda Thistle-Elliott

Abstract

The purpose of this heuristic case study was to understand the conditions that were present when L was effectively implemented at Rural Middle School (RMS) for approximately 80 RMS students who qualified for the intervention. The focus of the implementation was to close the reading gap between struggling readers and their same-age peers. Employees in the Rural School District who experienced positive results with regard to student catch-up growth were included. The combination of programmatic design, and implementation, along with support in class and other professional development contributed to student gains in reading achievement at RMS. RMS may benefit from the data collected from the participants, the data analysis and the researcher recommendations. This heuristic case study explains the complexities of implementing the L intervention and describes why the implementation was successful at RMS. RMS and others will be in a position to consider the findings and the value of the description with regard to the implantation of L at RMS.

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