Date of Conferral

2-20-2024

Date of Award

February 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Ashraf Esmail

Abstract

Students in Title 1 school districts continue to fall far behind their peers academically in comparison to neighboring suburban districts. School reform has unsuccessfully attempted to improve test scores by consistently changing reading curriculums and mandating the use of various resources that fail when implemented. Struggling school districts must use research-based strategies that include educators’ perspectives to best identify how to successfully increase student achievement. Test scores reveal that schools in a Title 1 school district in northern New Jersey are lacking proficiency in English Language Arts (ELA). The purpose of this study was to examine the challenges that educators face when providing ELA instruction to students. The conceptual framework of this study is based on the work of Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kliener. The secondary framework was based on the work of Bronfenbrenner. A qualitative research design was used to collect ethnographic data to investigate the problem with a purposeful sample of 15 district educators. The participant interviews offered a better understanding of some of the challenges that educators face when providing ELA instruction to students in Title 1 school districts. Data were coded and analyzed. Findings indicated challenges stemming from unrealistic expectations of teachers, post pandemic issues, students with learning barriers, and a need for partnership between schools and parents. A 3-day professional development project was developed for teachers and administrators. This research may contribute to positive social change by offering stakeholders suggestions that can increase academic achievement for all students.

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