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dc.contributor.authorHoward-Anzalone, Barbara L.en_US
dc.date.accessioned2017-04-06T15:43:41Z
dc.date.available2017-04-06T15:43:41Z
dc.date.issued2011-08-30en_US
dc.identifier.otheretd-09112011-190309en_US
dc.identifier.urihttp://hdl.handle.net/10919/77198
dc.description.abstractThis is an ethnographic case study of a high poverty, ethnically diverse elementary school and the transformation that occurred there. The research describes what happened at the school within the context of No Child Left Behind (NCLB) during a nine-year period. The researcher documents the challenges faced, practices employed, and resources used at the school which has demographic and socioeconomic characteristics that are highly correlated with failing schools as defined by NCLB. The study used a qualitative research design in order to investigate the complexities and processes within a specific context and setting from multiple participants' frames of reference and from the researcher's perspective as a participant observer. The researcher analyzed the data, identified patterns, and categorized them into a set of assertions about this school. The discussion of the assertions and implications for future research is organized around the three research questions: 1) What were the challenges faced on the path to improved student academic achievement? 2) What practices were implemented during the process of improving student academic achievement? and 3) What resources were used during the process?
dc.language.isoen_USen_US
dc.publisherVirginia Techen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectliteracyen_US
dc.subjectstaff developmenten_US
dc.subjectNo Child Left Behind (NCLB)en_US
dc.subjectachievement gapen_US
dc.subjectethnographyen_US
dc.titleAn Ethnographic Study of a Literacy Program in a High-Poverty, Ethnically Diverse Elementary School within the Context of No Child Left Behinden_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameEd. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairLalik, Rosary V.en_US
dc.contributor.committeememberKrill, Cecelia W.en_US
dc.contributor.committeememberBelli, Gabriella M.en_US
dc.contributor.committeememberMagliaro, Susan G.en_US
dc.type.dcmitypeTexten_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-09112011-190309/en_US
dc.date.sdate2011-09-11en_US
dc.date.rdate2016-09-30
dc.date.adate2011-10-21en_US


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