Author(s)

Jack LameyFollow

Date

9-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Sarah J Pannone

Keywords

Blended Learning, Mastery-Based Learning, One-to-One Initiative, Project Based Learning

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Junior High, Intermediate, Middle School Education and Teaching | Teacher Education and Professional Development

Abstract

The purpose of this case study was to understand non-mastery for students in the mBolden Academic Model at Piedmont City Middle School (PCMS). The following research questions guided this study: How does the mBolden Academic Model influence student success at Piedmont City Middle School? Furthermore, this study has answered the following sub-questions: What internal factors affect student success and failure in the mBolden Academic Model? What external factors influence success for students in the mBolden? This study examined a bounded set of students at a rural school in Northeast Alabama that implemented a mastery-based, blended learning model. Data collection included documents, interviews, and focus groups. Data was analyzed and coded into categories and then into three themes: (a) Student Workload, (b) Teacher Disconnect, and (c) Content Disengagement.