{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/14650"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/14650","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Pawtnering for success : examining academic achievement and student engagement in ELAR.","abstract":"This mixed-methods case study explored the effects of Animal-Assisted Interventions on academic achievement and student engagement in a rural Texas public school. A certified school support dog, Mocha, was integrated into one Kindergarten and one fifth-grade English Language Arts and Reading classroom, with matched control classrooms for comparison. Academic growth was measured using Beginning-of-Year and Middle-of-Year Measures of Academic Progress Growth reading assessments. Student motivation, engagement, self-regulation, and social interaction were documented daily through a structured teacher observation tool: PAWtner Work Protocol. Quantitative data were analyzed using descriptive statistics and t-tests, while qualitative observations were thematically coded. Results highlighted both academic and social-emotional patterns associated with Animal-Assisted Interventions, offering evidence of potential benefits for students in rural, Title I schools. This study contributes to the limited research on facility dogs in education and underscores the value of structured observation in evaluating classroom interventions.","abstract_html":"This mixed-methods case study explored the effects of Animal-Assisted Interventions on academic achievement and student engagement in a rural Texas public school. A certified school support dog, Mocha, was integrated into one Kindergarten and one fifth-grade English Language Arts and Reading classroom, with matched control classrooms for comparison. Academic growth was measured using Beginning-of-Year and Middle-of-Year Measures of Academic Progress Growth reading assessments. Student motivation, engagement, self-regulation, and social interaction were documented daily through a structured teacher observation tool: PAWtner Work Protocol. Quantitative data were analyzed using descriptive statistics and t-tests, while qualitative observations were thematically coded. Results highlighted both academic and social-emotional patterns associated with Animal-Assisted Interventions, offering evidence of potential benefits for students in rural, Title I schools. This study contributes to the limited research on facility dogs in education and underscores the value of structured observation in evaluating classroom interventions.","abstract_has_math":false,"creators":["Crawley, Austin (David Austin), 1975-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Gibson, Janet (Professor)"],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-05","date_published":"2026-05","updated_at":"2026-07-24T01:07:52Z","subjects":["Classroom intervention.","Mixed-methods case study.","Rural Texas public school.","Animal-assisted intervention.","Facility dog program.","PAWtner Work Protocol.","Certified school support dog.","Academic outcomes.","Student engagement.","Reading assessments.","Evidence of intervention benefits.","English, language arts, and reading (ELAR)"],"languages":["en"],"rights":["Baylor University works are protected by copyright. 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Student motivation, engagement, self-regulation, and social interaction were documented daily through a structured teacher observation tool: PAWtner Work Protocol. Quantitative data were analyzed using descriptive statistics and t-tests, while qualitative observations were thematically coded. Results highlighted both academic and social-emotional patterns associated with Animal-Assisted Interventions, offering evidence of potential benefits for students in rural, Title I schools. This study contributes to the limited research on facility dogs in education and underscores the value of structured observation in evaluating classroom interventions."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Pawtnering for success : examining academic achievement and student engagement in ELAR."]}]}],"canonical_facts":{"dc:contributor.advisor":["Gibson, Janet (Professor)"],"dc:creator":["Crawley, Austin (David Austin), 1975-"],"dc:date.accessioned":["2026-04-09T19:13:06Z"],"dc:date.issued":["2026-05"],"dc:description.abstract":["This mixed-methods case study explored the effects of Animal-Assisted Interventions on academic achievement and student engagement in a rural Texas public school. A certified school support dog, Mocha, was integrated into one Kindergarten and one fifth-grade English Language Arts and Reading classroom, with matched control classrooms for comparison. 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