Date

4-2019

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Meredith J. Park

Keywords

Response to Intervention (RtI), Remediation, Tier 2, High School

Disciplines

Education | Secondary Education

Abstract

The purpose of this single case study was to examine the implementation of remediation programs in a rural public high school in Virginia. The theories that guided this study were Bandura’s (1997) social cognitive theory and self-efficacy theory as well as Dweck’s mindset theory as both theorists helped in identifying teachers’ beliefs in their ability to successfully implement remediation programs at the high school level. Surveys were used to identify individual participants based on their current implementation of remediation and their willingness to participate in this case study. Classroom observations were conducted in order to examine the current remediation practices and were then followed by semi-structured interviews that consisted of questions related to teachers’ experiences with remediation, their level of preparedness in implementing a remediation program, and their overall perception of the program. Data from the observation and interviews as well as collected documentation were analyzed and categorically coded to identify common themes and patterns. A total of 12 teachers participated in this study from various educational backgrounds. This qualitative study helped to identify teachers’ perceived strengths and challenges of implementing a remediation program at the high school level. Four themes were identified during the data analysis including professional development, common planning, mixed ability groups, and time.

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