The purpose of the current qualitative study was to explore the characteristics of high-performing Title 1 schools that narrow the poverty-related achievement gap employing an extreme sampling case design. The study examined four case schools that were selected based on 2019 CAASPP data as published on the California School Dashboard with the…

Academic achievement in elementary science achievement scores throughout Title One schools in metro-Atlanta could be identified through analphabetism and improper vocabulary instruction to accommodate students' learning styles. Teaching words explicitly entails extensive time and patience when exposing new science vocabulary. However, teaching…

Experiencing instructional supportive structures that help teachers to overcome barriers to meeting the diverse needs of their students is vital to the success of novice teachers (Kraft et al., 2018). The purpose of this qualitative phenomenological study was to explore the perceptions novice teachers developed while experiencing instructional…

The goal of this quasi-experimental study was to assess the effects of Dual-Coding Theory on domain-specific vocabulary and comprehension in a 5th grade social studies classroom. The pretest/posttest design research was conducted in a rural elementary school (N = 49). Twenty-three students participated in an intervention of dual-coding based…

This quantitative study aimed to examine the relationships between third grade reading instructional strategies in high-performing Title-One schools compared to low-performing Title-One schools in four school districts in South Carolina. The study was framed through the lens of Marzano's Theoretical Framework which outlined specific instructional…

This study explored the effects of pedagogical approaches on Title I kindergarten students' executive function (EF) and academic achievement to test the hypothesis that children, especially those from low socioeconomic backgrounds, will benefit when purposeful play is incorporated into learning. Students in the play-based group generally had…

This study explored the pedagogical decision-making process for four English Language Arts teachers in upper elementary grades three through five in Title I schools in a state in the Rocky Mountain Mid-west. Characteristics of Title I schools vary, which might influence how teachers perceive pedagogy for English Language Arts content. This…

This qualitative case study addressed instructional practices used by third-grade teachers teaching at Title I schools to provide strategies to teach higher-order thinking skills in reading comprehension. In Texas, third-grade students were required to take the reconstructed STAAR assessment at the end the 2022-2023 school year. The teachers…

Brain-Based Learning is one of the many strategies which educators utilize when teaching. Prior research conducted over Brain-based Learning has demonstrated a difference between how students learn based on the gender of the student. Additionally, prior studies have been performed over perceptions of Brain-Based Learning. However, the researcher…

The purpose of this study was to measure the effect of instruction delivered in both English and Spanish using the "Preview-View-Review" (PVR) strategy on the language development of English Learners (ELs) newcomer students in Title I elementary school (matriculated in a large, urban southern school district). For this study, the…

The purpose of the qualitative phenomenological study was to explore and understand the impact of standardized testing on educational practice in an urban, Title I school community, and to determine solutions to improve the utility of standardized testing in supporting student learning and achievement. The specific areas of focus are diagnosing…

Because no government body has mandated a national or state curriculum for music education in the United States, elementary general music teachers can vary widely in their curricular choices about whether and how to include movement. To contribute to an understanding of children's experiences engaging in movement during their elementary music…

Learners' foundational math skills obtained in the elementary grades profoundly impact their preparation for learning math in the upper grades. However, there is a deficiency in the foundational math skills necessary to be proficient in math and equivalent with their peers at grade level (Burton, 2018). In the elementary classrooms of kindergarten…

School districts across the nation seek parental involvement to increase student engagement and academic success. Families from Title I Schools, in comparison to dominant culture, may have a minimal opportunity of involvement with their child's education in respect to partnering with schools in comparison to the dominant culture. The Department of…

This study examines the interaction between students' expressions of empathy and the use of STEM integration in the science classroom. Third space theory provides the context from which this classroom ethnographic qualitative study took place, as it provided an environment in which discourse among students' sociocultural perspectives, life…