東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Exploring the Impact of an Expanded Learning Opportunity in the Lives of Low-Socioeconomic Middle School Students: A Qualitative Explanatory Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the Impact of an Expanded Learning Opportunity in the Lives of Low-Socioeconomic Middle School Students: A Qualitative Explanatory Case Study./
作者:	Calhoun, Victoria.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	146 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28491947
ISBN:	9798534688061

Exploring the Impact of an Expanded Learning Opportunity in the Lives of Low-Socioeconomic Middle School Students: A Qualitative Explanatory Case Study.
Calhoun, Victoria.

Exploring the Impact of an Expanded Learning Opportunity in the Lives of Low-Socioeconomic Middle School Students: A Qualitative Explanatory Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 146 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

This item must not be sold to any third party vendors.

Research has shown that income-related achievement gaps have been rising at an alarming rate for years. Higher-income families have access to more-enriching schooling environments. Structural inequalities in society, such as race, gender, socioeconomic status, and identity, present an opportunity gap for whites to gain opportunity, while Blacks and Latinos fall behind in achievement. As a result, educational transformations have influenced intellectual thought regarding the influence of extended learning and its impact on student achievement. The concept of extended and expanded is reforming how our nation's schools handle our educational crisis of finding ways to minimize the academic achievement gap among those of a low-socioeconomic background and the peers of higher status. The problem addressed by this study was the voice of low-income and at-risk middle school students is not often included in Expanded Learning Opportunities, thereby contributing to the ineffectiveness of the intervention program and thus causing the achievement gap to remain. The purpose of this qualitative explanatory case study was to explore how voice of low-income and at-risk middle school students in an Expanded Learning Opportunity is perceived by low-income students who attend an underperforming middle school located in Selma, AL. The method of this study was qualitative research with an explanatory case study design. The study sample was a small participant group of 10 students who engage daily in extended learning time before the start of the regular school day. The results of the study imply a need for Expanded Learning Opportunities in the lives of low-income students who attend underachieving schools and rely on federal funding to help combat educational disparities among students with contrasting socio-economic statuses. The study is recommended as transferrable, if completed in an educational institutional of similar dynamics.

ISBN: 9798534688061Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Achievement gaps

Exploring the Impact of an Expanded Learning Opportunity in the Lives of Low-Socioeconomic Middle School Students: A Qualitative Explanatory Case Study.
LDR:03309nmm a2200421 4500 001 2351034
005 20221107085236.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798534688061
035 $a (MiAaPQ)AAI28491947
035 $a AAI28491947
040 $a MiAaPQ $c MiAaPQ
100 1 $a Calhoun, Victoria. $3 3690574
245 1 0 $a Exploring the Impact of an Expanded Learning Opportunity in the Lives of Low-Socioeconomic Middle School Students: A Qualitative Explanatory Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 146 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Watkins, Julia;Reedy, David.
502 $a Thesis (Ed.D.)--Northcentral University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Research has shown that income-related achievement gaps have been rising at an alarming rate for years. Higher-income families have access to more-enriching schooling environments. Structural inequalities in society, such as race, gender, socioeconomic status, and identity, present an opportunity gap for whites to gain opportunity, while Blacks and Latinos fall behind in achievement. As a result, educational transformations have influenced intellectual thought regarding the influence of extended learning and its impact on student achievement. The concept of extended and expanded is reforming how our nation's schools handle our educational crisis of finding ways to minimize the academic achievement gap among those of a low-socioeconomic background and the peers of higher status. The problem addressed by this study was the voice of low-income and at-risk middle school students is not often included in Expanded Learning Opportunities, thereby contributing to the ineffectiveness of the intervention program and thus causing the achievement gap to remain. The purpose of this qualitative explanatory case study was to explore how voice of low-income and at-risk middle school students in an Expanded Learning Opportunity is perceived by low-income students who attend an underperforming middle school located in Selma, AL. The method of this study was qualitative research with an explanatory case study design. The study sample was a small participant group of 10 students who engage daily in extended learning time before the start of the regular school day. The results of the study imply a need for Expanded Learning Opportunities in the lives of low-income students who attend underachieving schools and rely on federal funding to help combat educational disparities among students with contrasting socio-economic statuses. The study is recommended as transferrable, if completed in an educational institutional of similar dynamics.
590 $a School code: 1443.
650 4 $a Educational leadership. $3 529436
650 4 $a Education policy. $3 2191387
650 4 $a Demography. $3 614991
650 4 $a Educational psychology. $3 517650
650 4 $a Educational evaluation. $3 526425
650 4 $a Middle school education. $3 969762
650 4 $a Socioeconomic factors. $3 3435444
650 4 $a Poverty. $3 540228
650 4 $a Political leadership. $3 619337
650 4 $a Low income groups. $3 3562917
650 4 $a At risk students. $3 3556175
650 4 $a Academic achievement gaps. $3 3557906
653 $a Achievement gaps
653 $a Failing schools
653 $a Intervention programs
653 $a Middle school students
653 $a Student voice
653 $a Underperforming schools
690 $a 0449
690 $a 0458
690 $a 0443
690 $a 0525
690 $a 0938
690 $a 0450
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 83-02A.
790 $a 1443
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28491947