Dissertation
A mixed methods exploration of academic literacy engagement and social emotional learning with high school students
Doctor of Education (Ed.D.), Drexel University
Jun 2020
DOI:
https://doi.org/10.17918/00000122
Abstract
High school students face challenges because the academic expectations are more rigorous and that they navigate a new set of experiences (Cantrell et al, 2014; Neild, 2009). This mixed methods study examined the effect of the Reading Apprenticeship Program on high school students' academic progress and Social Emotional Learning. The mixed methods study utilized a pre-test post-test within subject group design and textual analysis of student journals and focus group discussions. The treatment group consisted of 15 11th graders at a Philadelphia, Pennsylvania charter high school. These participants received the treatment in the fall academic semester of 2019-2020. Three outcomes were measured. These included students' reading MAP assessment growth scores, a Maze Comprehension assessment and behavior emotional subscale ratings of Intrapersonal Strength and School Functioning from the BERS-2 assessment. Student journals and focus group discussions were analyzed to identify and examine evidence of students' SEL and Academic Literacy Engagement experience, their improvements and successes, achievements and overall perceptions from the intervention. Findings from the qualitative data provide evidence on Academic Literary Engagement and Social Emotional Learning but no statistical difference found from the Dependent t-tests and the One Sample t-test. These tests found no student growth. However, further research should be conducted.
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Details
- Title
- A mixed methods exploration of academic literacy engagement and social emotional learning with high school students
- Creators
- Giovanni Calvarese
- Contributors
- Jennifer H. Adams (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xiii, 122 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991014695234604721