Date Available

4-20-2023

Year of Publication

2023

Document Type

Doctoral Dissertation

Degree Name

Doctor of Education (EdD)

College

Education

Department/School/Program

Educational Leadership Studies

Advisor

Dr. John Nash

Abstract

Ninth grade is a critical period where some children experience academic and social growth, while others struggle to navigate their new context, leading to reduced outcomes at school and worsened physical/mental health (Benner & Graham, 2007; Rice, 2001). This mixed-methods action research (MMAR) study addressed how professional practice changes could better support students during this foundational period. Quantitative data was collected from school databases to compare the rate of student success and identify demographic discrepancies, while qualitative data was used to identify possible causes. These data were then integrated to create insightful meta-inferences into the problem of practice. From these meta-inferences, a professional development was created with faculty input to address the problem of practice. Quantitative and qualitative were collected post-intervention to evaluate the effectiveness of the intervention on the problem of practice.

Digital Object Identifier (DOI)

https://doi.org/10.13023.etd.2023.058

Download

Share

COinS