The goal of this program evaluation was to determine the efficacy of the ID Program with struggling high school readers. Especially, efficacy refers to a student’s ability to read, analyze and interpret text, and engage in textual conversations that focus on the text. The ID Literacy Program developed by Dr. Alfred Tatum consists of four platforms with 16 essential questions with each essential question centered around a different theme. The qualitative data gathered consisted of student surveys with open-ended responses, and teacher observations from several student focus groups that are a part of the ID curriculum. In addition, student journals were read and excerpts included as part of the data collection. The results of this Program Evaluation informs the researcher that positive relationships with student to student, student to teacher and student to the text are vital elements for increasing student self-efficacy as defined by a student’s ability to read, analyze and interpret text, and engage in textual conversations that focus on the text. The data revealed that the students’ perceptions of reading and writing had changed for the positive.
","abstract_html":"<p>The goal of this program evaluation was to determine the efficacy of the ID Program with struggling high school readers. Especially, efficacy refers to a student’s ability to read, analyze and interpret text, and engage in textual conversations that focus on the text. The ID Literacy Program developed by Dr. Alfred Tatum consists of four platforms with 16 essential questions with each essential question centered around a different theme. The qualitative data gathered consisted of student surveys with open-ended responses, and teacher observations from several student focus groups that are a part of the ID curriculum. In addition, student journals were read and excerpts included as part of the data collection. The results of this Program Evaluation informs the researcher that positive relationships with student to student, student to teacher and student to the text are vital elements for increasing student self-efficacy as defined by a student’s ability to read, analyze and interpret text, and engage in textual conversations that focus on the text. The data revealed that the students’ perceptions of reading and writing had changed for the positive.</p>","abstract_has_math":false,"creators":["Stephens, ReShunda L"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Maryann Kahl","Dr. Valerie Schmitz","Dr. Shannon Hart"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-06-01T07:00:00Z","date_published":"2016-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["high school readers","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/167","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Maryann Kahl","Dr. Valerie Schmitz","Dr. Shannon Hart"]},{"key":"dc:creator","label":"Author","values":["Stephens, ReShunda L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["high school readers","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/167"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The goal of this program evaluation was to determine the efficacy of the ID Program with struggling high school readers. Especially, efficacy refers to a student’s ability to read, analyze and interpret text, and engage in textual conversations that focus on the text. The ID Literacy Program developed by Dr. Alfred Tatum consists of four platforms with 16 essential questions with each essential question centered around a different theme. The qualitative data gathered consisted of student surveys with open-ended responses, and teacher observations from several student focus groups that are a part of the ID curriculum. In addition, student journals were read and excerpts included as part of the data collection. The results of this Program Evaluation informs the researcher that positive relationships with student to student, student to teacher and student to the text are vital elements for increasing student self-efficacy as defined by a student’s ability to read, analyze and interpret text, and engage in textual conversations that focus on the text. The data revealed that the students’ perceptions of reading and writing had changed for the positive.
"]},{"key":"dc:title","label":"Title","values":["Program Evaluation: The Role Of Relationships In Student Engagement"]}]}],"canonical_facts":{"dc:contributor":["Dr. Maryann Kahl","Dr. Valerie Schmitz","Dr. Shannon Hart"],"dc:creator":["Stephens, ReShunda L"],"dc:date.available":["2019-06-29T07:00:00Z"],"dc:description.abstract":["The goal of this program evaluation was to determine the efficacy of the ID Program with struggling high school readers. Especially, efficacy refers to a student’s ability to read, analyze and interpret text, and engage in textual conversations that focus on the text. The ID Literacy Program developed by Dr. Alfred Tatum consists of four platforms with 16 essential questions with each essential question centered around a different theme. The qualitative data gathered consisted of student surveys with open-ended responses, and teacher observations from several student focus groups that are a part of the ID curriculum. In addition, student journals were read and excerpts included as part of the data collection. The results of this Program Evaluation informs the researcher that positive relationships with student to student, student to teacher and student to the text are vital elements for increasing student self-efficacy as defined by a student’s ability to read, analyze and interpret text, and engage in textual conversations that focus on the text. The data revealed that the students’ perceptions of reading and writing had changed for the positive.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/167"],"dc:subject":["high school readers","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Leadership"],"dc:title":["Program Evaluation: The Role Of Relationships In Student Engagement"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}