This mixed-methods study examined the impact of Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) instructional strategies on academic achievement and student learning in secondary schools. Conducted within a large, diverse school district, the study explored teacher and administrator perceptions of WICOR implementation and examined student achievement data across three secondary schools. Data were collected through Likert-scale surveys from 29 teachers and five administrators, semi-structured interviews with five administrators, and three years of extant state assessment data. Findings revealed strong positive perceptions of WICOR’s effectiveness in promoting student engagement, critical thinking, instructional consistency, and academic success. Participants also identified implementation challenges related to time, resources, and teacher capacity. The findings suggest that consistent, schoolwide implementation of WICOR, supported by professional development and instructional leadership, may strengthen teaching practices and improve student outcomes.
","abstract_html":"<p>This mixed-methods study examined the impact of Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) instructional strategies on academic achievement and student learning in secondary schools. Conducted within a large, diverse school district, the study explored teacher and administrator perceptions of WICOR implementation and examined student achievement data across three secondary schools. Data were collected through Likert-scale surveys from 29 teachers and five administrators, semi-structured interviews with five administrators, and three years of extant state assessment data. Findings revealed strong positive perceptions of WICOR’s effectiveness in promoting student engagement, critical thinking, instructional consistency, and academic success. Participants also identified implementation challenges related to time, resources, and teacher capacity. The findings suggest that consistent, schoolwide implementation of WICOR, supported by professional development and instructional leadership, may strengthen teaching practices and improve student outcomes.</p>","abstract_has_math":false,"creators":["Watson, Neketa G"],"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. Lorrie Butler"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-06-01T07:00:00Z","date_published":"2026-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["WICOR","Instructional framework","AVID","Secondary Education","Student Engagement","Instructional practices","Curriculum and Instruction","Educational Administration and Supervision","Educational Leadership","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/1003","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Lorrie Butler"]},{"key":"dc:creator","label":"Author","values":["Watson, Neketa G"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-07-14T07:00:00Z"]},{"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":["WICOR","Instructional framework","AVID","Secondary Education","Student Engagement","Instructional practices","Curriculum and Instruction","Educational Administration and Supervision","Educational Leadership","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/1003"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed-methods study examined the impact of Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) instructional strategies on academic achievement and student learning in secondary schools. Conducted within a large, diverse school district, the study explored teacher and administrator perceptions of WICOR implementation and examined student achievement data across three secondary schools. Data were collected through Likert-scale surveys from 29 teachers and five administrators, semi-structured interviews with five administrators, and three years of extant state assessment data. Findings revealed strong positive perceptions of WICOR’s effectiveness in promoting student engagement, critical thinking, instructional consistency, and academic success. Participants also identified implementation challenges related to time, resources, and teacher capacity. The findings suggest that consistent, schoolwide implementation of WICOR, supported by professional development and instructional leadership, may strengthen teaching practices and improve student outcomes.
"]},{"key":"dc:title","label":"Title","values":["The Impact Of WICOR Strategies On Academic Achievement in Secondary Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Dr. Lorrie Butler"],"dc:creator":["Watson, Neketa G"],"dc:date.available":["2026-07-14T07:00:00Z"],"dc:description.abstract":["This mixed-methods study examined the impact of Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) instructional strategies on academic achievement and student learning in secondary schools. Conducted within a large, diverse school district, the study explored teacher and administrator perceptions of WICOR implementation and examined student achievement data across three secondary schools. Data were collected through Likert-scale surveys from 29 teachers and five administrators, semi-structured interviews with five administrators, and three years of extant state assessment data. Findings revealed strong positive perceptions of WICOR’s effectiveness in promoting student engagement, critical thinking, instructional consistency, and academic success. Participants also identified implementation challenges related to time, resources, and teacher capacity. The findings suggest that consistent, schoolwide implementation of WICOR, supported by professional development and instructional leadership, may strengthen teaching practices and improve student outcomes.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/1003"],"dc:subject":["WICOR","Instructional framework","AVID","Secondary Education","Student Engagement","Instructional practices","Curriculum and Instruction","Educational Administration and Supervision","Educational Leadership","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching","Teacher Education and Professional Development"],"dc:title":["The Impact Of WICOR Strategies On Academic Achievement in Secondary Classrooms"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}