Date of Award

5-1-2007

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. Karen L. Hayes

Second Advisor

Dr. John W. Hill

Third Advisor

Dr. Neal F. Grandgenett

Fourth Advisor

Dr. Larry L. Dlugosh

Abstract

Tutoring programs were evaluated to determine the effect of required option participation on failing eighth-grade students' achievement, behavior, and attitude following a year implementation phase. The eighth-grade pretest compared to eighth-grade posttest gains made by students in the 45-Minute Morning Tutoring Session (45-MMTS n=15), 75-Minute After-School Tutoring Session (75-MASTS n=15) and 120-Minute Combined Morning and After School Tutoring Session (120-MCMASTS n=15) demonstrated positive achievement, behavior and attitudinal outcomes for all programs. These levels of performance were also found to be congruent with the posttest achievement, behavior and attitude data.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2007 Larry Murry.

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