The purpose of this study was to determine whether the instructional practices implemented by teachers using the State Standards were effective for instructing students in Grades 3-5 who were economically disadvantaged. The context of this inquiry was an urban elementary school in a large public school district in the United States of America. The need to implement an effective strategy to improve teacher instructional practices to improve student achievement using the State Standards was an issue in schools of the district under study with students who were economically disadvantaged. The need to meet the rigor necessary for students to obtain proficiency on the State Standards Assessment was part of the concern. In my study, I utilized a mixed method approach that included interviews and surveys of teachers, instructional coaches, and administrators who aligned their instructional practices to the State Standards. The outcome of the study indicated that teacher instructional practice impacts student achievement on the State Standards Assessment.
","abstract_html":"<p>The purpose of this study was to determine whether the instructional practices implemented by teachers using the State Standards were effective for instructing students in Grades 3-5 who were economically disadvantaged. The context of this inquiry was an urban elementary school in a large public school district in the United States of America. The need to implement an effective strategy to improve teacher instructional practices to improve student achievement using the State Standards was an issue in schools of the district under study with students who were economically disadvantaged. The need to meet the rigor necessary for students to obtain proficiency on the State Standards Assessment was part of the concern. In my study, I utilized a mixed method approach that included interviews and surveys of teachers, instructional coaches, and administrators who aligned their instructional practices to the State Standards. The outcome of the study indicated that teacher instructional practice impacts student achievement on the State Standards Assessment.</p>","abstract_has_math":false,"creators":["Edwards, Yvette"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Carla Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T03:21:05Z","subjects":["economically disadvantaged","instructional practices","instructional coaches","professional learning community","professional development","teacher expectations","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/551","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Carla Sparks"]},{"key":"dc:creator","label":"Author","values":["Edwards, Yvette"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-03-08T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public 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":["economically disadvantaged","instructional practices","instructional coaches","professional learning community","professional development","teacher expectations","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/551"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine whether the instructional practices implemented by teachers using the State Standards were effective for instructing students in Grades 3-5 who were economically disadvantaged. The context of this inquiry was an urban elementary school in a large public school district in the United States of America. The need to implement an effective strategy to improve teacher instructional practices to improve student achievement using the State Standards was an issue in schools of the district under study with students who were economically disadvantaged. The need to meet the rigor necessary for students to obtain proficiency on the State Standards Assessment was part of the concern. In my study, I utilized a mixed method approach that included interviews and surveys of teachers, instructional coaches, and administrators who aligned their instructional practices to the State Standards. The outcome of the study indicated that teacher instructional practice impacts student achievement on the State Standards Assessment.
"]},{"key":"dc:title","label":"Title","values":["A Program Evaluation of One School’s Third Through Fifth Grade Instructional Practices"]}]}],"canonical_facts":{"dc:contributor":["Dr. Carla Sparks"],"dc:creator":["Edwards, Yvette"],"dc:date.available":["2021-03-08T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to determine whether the instructional practices implemented by teachers using the State Standards were effective for instructing students in Grades 3-5 who were economically disadvantaged. The context of this inquiry was an urban elementary school in a large public school district in the United States of America. The need to implement an effective strategy to improve teacher instructional practices to improve student achievement using the State Standards was an issue in schools of the district under study with students who were economically disadvantaged. The need to meet the rigor necessary for students to obtain proficiency on the State Standards Assessment was part of the concern. In my study, I utilized a mixed method approach that included interviews and surveys of teachers, instructional coaches, and administrators who aligned their instructional practices to the State Standards. The outcome of the study indicated that teacher instructional practice impacts student achievement on the State Standards Assessment.
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