Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Cleveland Hayes

Abstract

The problem that guided this study was the low proportion of students scoring 3 or more on the Advanced Placement English Language and Composition (APELC) exam at one Department of Defense (DoD) school. Moreover, the qualifying ratios were lower than students attending all DoD and U.S. schools. The need for teachers to examine the performance of military-connected students has become a critical element of high-stakes accountability in all schools, most importantly at military-connected schools. The aim of this research was to explore DoD teachers’ insights into the factors influencing military-connected students’ low scores on the APELC exam and the instructional strategies and practices that DoD teachers think can lead to improvement in military-connected students’ scores on the APELC exam. The conceptual framework was differentiated instruction, allowing teachers to implement various techniques and evidence-based instructional strategies. Eight teachers who were currently teaching or had taught APELC courses in DoD schools were interviewed in this basic qualitative design. The coded interview data were analyzed using themes to address the research questions. These themes include factors contributing to low APELC scores, the instruction of APELC, student preparation for the APELC exam, DoD support, effective instructional strategies, and implementing practices to improve APELC scores. The outcomes of this research can be applied in a professional learning experience, allowing military-connected Advanced Placement (AP) teachers to enhance the performance of military-connected students on AP exams. This study's findings can also help DoD teachers identify areas of weakness for military-connected students.

Download

Share

 
COinS