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When observing and consistently hearing about the obstacles our current public educational system faces, many are left wondering what can be done to produce genuine, significant, and continuous improvement. Upon deeper analysis of educational systems, one can see that many areas need system improvement. SOAR School (pseudonym) is a Pre-K-5 school that has experienced underperforming student achievement outcomes. This study was a collaborative approach to the current educational system, which focused on the third-grade teachers implementing the plan, do, study, and act cycles to address the problem of the practice of third-grade students not reading on grade level. SOAR School used the data from universal screeners and progress monitoring assessments to drive the professional learning communities within the third grade. Through the third-grade professional learning communities, a plan and protocol were created that addressed the problems of practice: a lack of implementing time to plan collaboratively in guided planning sessions and a lack of time and structure to analyze student achievement data. SOAR School saw an improvement in achievement results and went from the bottom 4.9% in academic performance in the state of South Carolina to the bottom 15%. This was over a 10% improvement during the first year. The findings were that professional learning communities focusing on planning and data analysis produced greater positive results than initially anticipated. The results have further impacted SOAR School as every grade level has now begun the implementation process to see their data and instructional practice improve and in turn, also assist in experiencing continuous improvement as SOAR School. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This action research study sought to examine ways to narrow the racial discipline gap in South Carolina's elementary schools. Employing both the Critical Race Theory and BlackCrit in schools as the theoretical frameworks, the research delved into the narratives of teachers in grades 3rd through 5th, exploring their encounters with school-based disciplinary practices. The study integrated Social-Emotional Learning and Culturally Responsive Teaching to ultimately uncover implicit biases held by teachers that positioned Black students as less innocent compared to their White counterparts. The primary focus was to investigate the relationship between teachers' inequitable disciplinary practices and the frequency of office discipline referrals received by Black students. The study implemented an eight-week professional development for teachers focused on Culturally Responsive Teaching with a Social-Emotional Learning implementation. The study's findings and implications for teachers are presented through professional development and implementation of strategies crafted to address unjust disciplinary practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The unprecedented challenges during the COVID-19 pandemic led teachers to innovatively shift their teaching methods. These pioneering practices inspired this study's "Elevated Family-Teacher Partnership" intervention which was designed to provide equitable guidance and communication for all families. This dissertation, in practice, measured the intervention's impact in a first-grade classroom in Hanahan, South Carolina. A mixed-methods design surfaced the intervention's influence on the family-teacher relationship and each child's academic achievement. The data indicated increased parental efficacy, engagement, and academic growth during the 12-week intervention for all participating families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 pandemic has had a significant financial impact on land-grant historically Black colleges and universities (HBCUs) in North Carolina, South Carolina, and Georgia, which have historically faced underfunding by their respective state governments. This study examined the issue of low engagement rates and alumni giving among former student leader alumni at these institutions, focusing on their perceptions of the factors that influence their engagement and philanthropic behavior, guided by Arroyo's and Gasman's HBCU educational approach for Black college student success. Using a qualitative multicase study design, the research targeted three specific HBCUs and involved 19 alumni who provided their insights through questionnaires and semi-structured interviews. To ensure the reliability of the findings, member checking was utilized to validate participant responses, and NVivo qualitative software aided in data analysis. The findings indicate that academic and social factors are key influencers of alumni engagement and giving among alumni student leaders at land-grant HBCUs. Recommendations include enhancing student engagement programs to facilitate meaningful interaction with faculty and advisors, promoting a sense of belonging during the undergraduate experience, and supporting personal growth during the undergraduate experience, all of which will lead to increased alumni engagement and giving. The study's implications aim to offer valuable insights for land-grant HBCUs to better understand the academic and social experiences of their former student leader alumni and how these experiences impact their engagement and giving behaviors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A public school district in southeast South Carolina implemented a new arts-based initiative due to the surge in demand for mental health services for students following the pandemic. With more students in the research site requiring intensive mental health support during the 2021-2022 academic year, compared to the 2016-2017 school year, the district is expanding its student mental health efforts to encompass a variety of arts-based initiatives to try to alleviate such concerns. The purpose of this basic qualitative study was to explore K-12 teachers' experiences implementing arts-based initiatives and the resources they need when implementing arts-based initiatives in the local research site. Rogers' diffusion of innovations and Bandura's self-efficacy theories provided the conceptual framework for this study. In this basic qualitative study, semi-structured interviews were conducted with 8 teachers within the local research site who were actively employed within the district and were implementing the new arts-based initiative. I conducted a reflexive thematic analysis of the data using pattern coding. The findings identified 5 themes: (1) time and funds inhibit teachers from successful implementation, (2) lack of effective resources for implementation, (3) collaboration as a resource, (4) teacher qualities to overcome complex implementation, and (5) the need for consistent professional development and support. The implications for social change, based on the results of this study and the proposed project, include empowering educators with the tools and resources to create more inclusive and equitable learning environments by leveraging innovative pedagogical strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the impact of school counseling small group interventions on at-risk first-time high school freshmen, focusing on their attitudes toward academic challenges and perceptions of noncognitive mindsets and behaviors. Utilizing a qualitative comparative case study methodology, the research explores the dynamics of a Fresh Start intervention implemented within a high school in South Carolina. The intervention targeted noncognitive skills development, which is critical for educational success but often overlooked in traditional academic settings. The study involved detailed pre- and post-intervention assessments, including attendance records, behavioral reports, academic grades, and self-reported changes in mindsets and behaviors. Findings suggest that while the intervention positively affected students' social skills and stress management, it had no direct impact on improving academic grades. However, participants exhibited enhanced self-awareness, accountability, and perseverance--key components contributing to long-term educational resilience. The research indicates the importance of integrating structured school counseling programs into the educational framework to support at-risk populations. It highlights the need for further studies, particularly longitudinal research, to track sustained impacts. This work contributes to the broader discussion on the role of school counseling in fostering environments conducive to academic and personal growth for at-risk students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In the state of South Carolina, African American students make up 34% of the student population but 59% of students receive out-of-school suspension. It was assumed by prior research statistics that the disproportionality of discipline produces lower academic achievement for African American students. An examination of the disproportionality of discipline through a structural theoretical lens as an effort to understand the inequity in the application of exclusionary discipline, specifically out-of-school suspension, for African American students and how it affects their academic performance was the focus of this study. The data for this non-experimental quantitative study was obtained from the South Carolina Department of Education Records Center archives for two urban school districts in South Carolina. A one-way ANOVA revealed that there was no statistically significant difference for the rate of discipline and the rate of passing the Algebra I EOC for African American and White students. A chi-square test revealed there was an association between African American and White students and the graduation rate. The results of this study imply that exclusionary discipline practices did not adversely affect African American students' academic achievement in the two South Carolina urban school districts. Based on the findings in this study, it is recommended that future research include a three-year mixed method approach and a longitudinal design to include all students of color and all school districts in South Carolina. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Adverse childhood experiences, or ACEs, have been shown to have an impact on an individual's mental, physical, and academic health. Specific individuals are more vulnerable to experiencing ACEs than others, and recognizing who these individuals are and when these experiences occur is critical in determining what supports were in place for at-risk first-generation students enrolled in private 4-year institutions in South Carolina. The quantitative research study examines the correlation between ACEs and academic success for first-generation undergraduates enrolled in private 4-year institutions in South Carolina. Forty-five first-generation undergraduate students enrolled in private 4-year universities in South Carolina made up the study's sample. The research study explored the impact of ACEs, academic class, gender, and race on academic success using Pearson's product-moment correlation models. The research study's empirical findings show that there is no statistically significant correlation between ACEs and academic class, gender, or race--factors that have an impact on students' academic success. However, the research study discovered a statistically significant correlation between the supports provided for at-risk (high ACE score) first-generation students enrolled in private 4-year institutions in South Carolina. Eighty-six percent of the sample had at least one ACE, with an average ACE score of 3.44. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher attrition in public education in the United States is a critical issue. While much attention has been given to new professionals, mid-career teachers -- those with five to fifteen years of experience -- often get overlooked and are now beginning to veer off their chosen career paths at increasing rates. One area greatly impacted by the teacher shortage is South Carolina. Our exploratory qualitative research study explored the factors that contribute to mid-career teacher attrition from rural schools in the state and how they explained their decisions to exit the profession. Utilizing in-depth interviews with six former South Carolina teachers, we conducted a thematic analysis of their responses and found that their decisions were complex. Examining our findings through the lenses of self-determination theory, self-efficacy, and teacher craft conscience, eight factors emerged from the data: work-life balance, compensation, autonomy, leadership, peer relationships, safety, the current political climate, and COVID-19. From our analysis, we concluded that the teacher workload and the lack of compensation for the time needed to do their jobs with integrity combined with the demands of their personal lives at this stage created a perfect storm in which our participants asked themselves: Is this worth it? Work-life balance as well as the other factors listed ultimately influenced them to shift gears and leave education. The findings of our study contribute to existing research pertaining to mid-career teacher attrition and inform public school stakeholders as they work toward finding solutions to the teacher attrition phenomenon. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher attrition in public education in the United States is a critical issue. While much attention has been given to new professionals, mid-career teachers -- those with five to fifteen years of experience -- often get overlooked and are now beginning to veer off their chosen career paths at increasing rates. One area greatly impacted by the teacher shortage is South Carolina. Our exploratory qualitative research study explored the factors that contribute to mid-career teacher attrition from rural schools in the state and how they explained their decisions to exit the profession. Utilizing in-depth interviews with six former South Carolina teachers, we conducted a thematic analysis of their responses and found that their decisions were complex. Examining our findings through the lenses of self-determination theory, self-efficacy, and teacher craft conscience, eight factors emerged from the data: work-life balance, compensation, autonomy, leadership, peer relationships, safety, the current political climate, and COVID-19. From our analysis, we concluded that the teacher workload and the lack of compensation for the time needed to do their jobs with integrity combined with the demands of their personal lives at this stage created a perfect storm in which our participants asked themselves: Is this worth it? Work-life balance as well as the other factors listed ultimately influenced them to shift gears and leave education. The findings of our study contribute to existing research pertaining to mid-career teacher attrition and inform public school stakeholders as they work toward finding solutions to the teacher attrition phenomenon. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher attrition in public education in the United States is a critical issue. While much attention has been given to new professionals, mid-career teachers -- those with five to fifteen years of experience -- often get overlooked and are now beginning to veer off their chosen career paths at increasing rates. One area greatly impacted by the teacher shortage is South Carolina. Our exploratory qualitative research study explored the factors that contribute to mid-career teacher attrition from rural schools in the state and how they explained their decisions to exit the profession. Utilizing in-depth interviews with six former South Carolina teachers, we conducted a thematic analysis of their responses and found that their decisions were complex. Examining our findings through the lenses of self-determination theory, self-efficacy, and teacher craft conscience, eight factors emerged from the data: work-life balance, compensation, autonomy, leadership, peer relationships, safety, the current political climate, and COVID-19. From our analysis, we concluded that the teacher workload and the lack of compensation for the time needed to do their jobs with integrity combined with the demands of their personal lives at this stage created a perfect storm in which our participants asked themselves: Is this worth it? Work-life balance as well as the other factors listed ultimately influenced them to shift gears and leave education. The findings of our study contribute to existing research pertaining to mid-career teacher attrition and inform public school stakeholders as they work toward finding solutions to the teacher attrition phenomenon. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The South Carolina laws that mandate regular school attendance place the responsibility on parents to ensure compliance. South Carolina still uses punitive measures to address chronic absenteeism, meaning schools can refer students to law enforcement to face criminal truancy charges and jail time. Their parent(s) can also face criminal consequences by having to pay fines. The purpose of this phenomenological study was to explore perspectives of middle school (grades 6-8) parents to understand what they believe were causes of chronic absenteeism, how they felt about school responses, and to hear their recommendations for improvements. Because the state laws task each school district with creating procedures to address chronic absenteeism, responses to such absenteeism vary by district, which means the level of parental involvement/engagement also varies. With so much responsibility resting upon parents to ensure that students attend school regularly, this research focused on the perspectives of parents whose middle schoolers experienced chronic absenteeism. This study used snowball sampling to gain insight from parents. A screening survey was used to determine eligibility and 11 parents were eligible to participate. Semi-structured interviews with open-ended questions were conducted in-person or online via Zoom to collect data. Data saturation occurred after six interviews. Data analysis occurred through thematic analysis with a deductive approach and NVivo 14 software was used to determine which themes emerged. The participants revealed common themes related to the root causes and contributors of chronic absenteeism related to Bronfenbrenner's Ecological Systems Theory that included the student, schools, parents/family, as well as the community. This study found that parents desired more proactive approaches to addressing chronic absenteeism. School districts can utilize the results of this study to examine their policies/procedures and increase parental engagement to address chronic absenteeism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Education is one of the most important professions in our society, instilling knowledge of our past and securing our future. As educational leaders leave the profession, there is a growing demand for qualified educational leaders to fill the vacancies created. The quantitative research study aimed to determine if a correlation existed between participation in youth team activities and educational leadership development and placement. Educational leaders across South Carolina participated in the study reflecting on their experiences in youth with team activities. The study results found no correlation to the research questions but provided insights into leadership development, suggesting participation in numerous activities to obtain leadership skills. The study found trends in the experiences of educational leaders meriting further research and study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

To improve student literacy in science, technology, engineering, and math (STEM) education, a STEM program was established in an elementary school in a southeastern state. The problem addressed in this study was that it was unknown how teachers were implementing the STEM framework within their classrooms within a school district in South Carolina. The purpose of this study was to explore the perceptions of teachers and administrators of this school regarding the implementation of STEM frameworks in classrooms. The conceptual framework for this study was comprised of the STEM model developed by Krahenbuhl and the theories of Bruner. The research questions explored the perceptions of teachers and administrators on implementing the STEM curriculum. Data were collected through interviews with four elementary educators (three teachers and one administrator) with five or more years of experience in the school. Open coding of the data led to two emerging themes: the authentic implementation of STEM creates the best learning environment, and administrators' focus on deliberate actions becomes habits for changing the learning environment. The findings of this study led to a 3-day professional development project developed to benefit the implementation of a STEM curriculum. This study may lead to positive social change with schools and community stakeholders using the information about curriculum implementation and program content to improve their curriculum and processes resulting in potential educational growth and understanding of STEM, a set of skills that help 21st -century learners excel in school and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Negative correspondence with online activity has become an increasing challenge within secondary school settings with the rapid increase in technology. The problem is that secondary educators face multiple challenges in digital citizenship, including a lack of professional training and curriculum support. A gap exists in the literature based on the lack of data collection on secondary educators' perceptions of digital citizenship training and curriculum. The purpose of this basic qualitative study was to explore the perspectives of secondary teachers in South Carolina regarding their experiences with the digital citizenship curriculum and how professional training affects their instruction and student learning. The research questions sought to understand the effect digital citizenship training has on instruction and student learning while also understanding the effects of integrating a digital citizenship curriculum on educators based in South Carolina. A basic qualitative study used purposive and snowball sampling to recruit 15 public secondary educators from social media platforms. Data collection occurred through semi-structured virtual interviews and was analyzed using Braun and Clarke's thematic analysis. Results indicated the need for educators to receive supportive professional training to support student learning and instruction with digital citizenship and that most educators incorporate digital citizenship and see the negative impact that improper use of social media can have on students. Secondary educators will benefit from the research, and positive social change can occur by implementing digital citizenship instruction and professional training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

It was not known to what extent, if any, there was a relationship between teacher turnover and leadership styles among K-12 public school teachers in rural school districts. The purpose of this quantitative associative correlational study was to determine to what extent, if any, there is a relationship between teacher turnover and leadership styles among K-12 public school teachers in rural school districts in the Southeastern region of the United States. The theoretical foundation for this study is Herzberg's two-factor theory. Data were collected using convenience sampling from a final sample of N = 202 rural schoolteachers located in Florida, Georgia, and South Carolina. The MLQ-5X measured leadership styles and Turnover Intent Scale measured turnover intentions. A Spearman correlation analysis was used to measure the relationship between leadership styles and turnover intentions. The results of the Spearman's test showed there to be a weak, but statistically significant relationship between teacher turnover and transactional leadership (r[subscript s](200) = 0.16, p < 0.05, p = 0.03) whereas the correlation between teacher turnover and transformational leadership was found to be non-significant (r[subscript s](200) = 0.04, p = 0.45). The correlation between teacher turnover and laissez-faire leadership showed a moderate, positive relationship between teacher turnover and laissez-faire (r[subscript s](200) = 0.55, p < 0.05), p = 0.001). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

According to the content found on its website, AVID has conducted studies to evaluate the academic performance of AVID students when compared to their non-AVID peers. A distinct research endeavor was undertaken to evaluate the impact of introducing AVID Elementary within a small rural school district. This study focused on student academic achievement as measured by the South Carolina College and Career Readiness (SCREADY) assessments. This study also examined the effects of attending AVID Elementary schools as students transition to middle school. An independent t test was conducted to compare the scale scores of AVID Elementary and non-AVID Elementary students on the state assessment. The examination of the study findings revealed that there was no substantial disparity in student achievement averages as indicated by SCREADY scale scores. Nevertheless, it is worth noting that in numerous cases, students attending the AVID Elementary school exhibited higher mean scale scores in SCREADY assessments for both English language arts and mathematics. The study also put forth recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study used a quantitative correlational research method to examine the effects of eLearning and virtual instruction in Upstate South Carolina Title I school districts. The study also determined if there was a correlation between the geographic location of participating school districts and teachers' perceptions of various aspects of implementing eLearning and conducting virtual instruction. The study also sought to collect data concerning teachers' perceptions of implementing eLearning, teachers' experiences with virtual instruction due to COVID-19, and teachers' perceptions of how virtual instruction due to COVID-19 impacted their students. A 36-item self-report survey containing both Likert-scale and open-ended questions developed by Dr. Thomas Cooper was used to assess differences in teachers' perceptions. Data analysis revealed that neither the school district's geographic location nor socioeconomic status significantly influenced the factors affecting teachers and students during virtual instruction. However, there were four instances where the school district emerged as a significant factor in determining technology usage in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Increasing student diversity and the global emphasis on inclusive education necessitate a critical focus on teacher preparedness in implementing inclusive practices within classrooms. Teacher preparedness in inclusive practices is essential to ensure all students thrive in a truly inclusive educational environment. Universal Design for Learning (UDL) promotes equitable learning environments by empowering educators to address the diverse needs of their students. This framework is aligned with inclusive education legislation and provides multiple ways for learners to engage, understand information, and express their knowledge. UDL recognizes learner variability and supports student self-determination by offering choices along the learning journey, fostering greater ownership, engagement, and adaptability based on unique needs. This study examines the self-reported knowledge and preparedness of teachers from India in implementing Universal Design for Learning (UDL) principles in South Carolina classrooms. Understanding these influences, grounded in UDL's proactive approach to inclusive education and Vygotsky's emphasis on the sociocultural context of learning, is crucial for creating effective professional development programs that support teachers from India as they adapt their instructional strategies for success in diverse U.S. classrooms. The study investigates how factors such as U.S. teaching experience, education level, and inclusive education coursework influence UDL preparedness in these teachers. The study adopted a quantitative research approach, utilizing a survey refined through a pilot study with local and international teachers. Participants included Indian-origin teachers teaching in South Carolina with diverse experiences. The data collection methods used cross-sectional surveys, snowball sampling, and a digital format to ensure accessibility. Descriptive statistics, multiple regression, and correlational analyses were employed to gain insights into teachers' preparedness levels. Findings indicate that while U.S. teaching experience initially boosts UDL preparedness, this growth may plateau over time. Teachers with master's degrees or higher consistently exhibited greater UDL knowledge. Specific areas, particularly supporting multilingual learners, necessitate targeted UDL training for all teachers, regardless of experience level. The study identifies potential gaps in teachers' UDL preparedness and highlights the crucial role of supportive school environments with collaborative communities for ongoing professional development. Recommendations include comprehensive UDL professional development, prioritizing multilingual supports, collaborative UDL communities within schools, administrator training on UDL, and expanding UDL training in Indian pre-service teacher preparation programs. This study highlights a critical disconnect between South Carolina's commitment to inclusion and the lack of UDL training mandates for all teachers. The study's specific sample and reliance on self-reported data may limit the generalizability of findings and potentially introduce bias into the assessment of UDL preparedness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the college and career efforts of adult education programs in South Carolina. Using a survey developed by the National Resource Center "Exploring College and Career Readiness in South Carolina Secondary Schools", adult education directors were surveyed. The survey instrument was adapted to include adult education programs in South Carolina, resulting in a twenty--two--question survey administered to adult education program directors across the state. The study was based on the perspectives of David Conley and Malcolm Knowles regarding college and career readiness and adult education. The college and career efforts were broadly categorized into Initiatives, Objectives, and Partnerships. Quantitative statistical procedures were employed, with findings presented through Descriptive Statistics utilizing Cronbach's Alpha Measure of Reliability. The survey yielded findings that adult education programs in South Carolina offer varying instruction and training to prepare adult learners for the future; however, inconsistencies exist across these efforts. The study concluded with a need for continued dialogue of adult education, particularly in the context of college and career readiness. Finally, it highlighted the significance of addressing the needs of an often-underserved population. It called for further research to enhance the success rates of adult learners in both higher education and their chosen career paths. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study focused on automaticity, or the choices we make without conscious thought. Specifically, the study examined how math teachers improved their understanding of the practice and evolution of culturally responsive teaching by analyzing the lived experiences and metacognition of practicing middle school teachers as they assess student work in mathematics. The potential impact of implicit stereotypes, instructor expectations, assessment design, cultural considerations, and other variables on the grading process was investigated. The purpose of this case study was to uncover teachers' implicit biases as it relates to grading student work in a middle school math class. This qualitative study was conducted in a northeastern county in South Carolina. It involved three scheduled interviews and numerous voluntary observations with four middle school math teachers. All four teachers teach multiple levels of math classes; however, only general math classes were used for this study. The conceptual framework underpinning the study was Costa & Garmston's Cognitive Coaching (2016), and the Literature Review focused on implicit biases, gender and ethnicity in the STEM fields, biases in the mathematical classroom, culturally responsive teaching, grading biases, and consultation/coaching models. All participants demonstrated implicit biases when evaluating student work in general education classrooms. A variety of formative and summative assignments were observed. As teachers graded, handwriting, achievement, and behavior biases were revealed. As participants grew increasingly aware and began to identify their personal biases, the researcher implemented the Cognitive Coaching framework to provide the support necessary to accept them and shift teachers' mindsets (Harris, 2023). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this nonexperimental quantitative research study was to explore and identify factors affecting the performance of elementary and secondary Title I schools in South Carolina. The study analyzed statistical significant differences in the overall performance of Title I schools over three years and analyzed other factors such as the principal's years at the school and the location of the school in South Carolina. Results showed there was a statistical significant difference in the overall performance in elementary and secondary Title I schools in South Carolina. No statistical significant differences were found in the overall performance in elementary and secondary Title I schools according to the location of the school and the principal's years of experience at the school. Findings from this research provide educational leaders and policymakers with insights on factors that affect student performance in elementary and secondary Title I schools across South Carolina that could help to close the achievement gap. Recommendations for future research include the continuation of analyzing other factors within Title I schools that could help ensure a positive outcome for students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This correlation study investigated the relationship between pre-kindergarten absenteeism and early literacy assessment scores of kindergarten students, focusing on gender, parents' education level, and school setting. The population consisted of 220 pre-kindergarten students from the Midlands region of South Carolina who attended a Title I and a non-Title I school during the 2021-2022 academic year. The researcher examined how these students would perform when they entered kindergarten in the 2022-2023 academic year. Studies show pre-K absenteeism negatively affects kindergarten students' early literacy assessment scores. Children in pre-kindergarten are more prone to missing school than other elementary grades, underscoring the importance of addressing absenteeism at this developmental stage. The STAR Early Literacy Assessment was used to collect results, and data was analyzed using Simple Correlation and Simple Regression. However, the results showed no significant difference (p>0.005) between the number of pre-K absences and the STAR Early Literacy scores of kindergarten students, regardless of gender, parents' educational level, or school setting. This could be due to various factors, including the small sample size or the need for more nuanced absenteeism measures in Pre-Kindergarten. Overall, this study highlighted the need for further research into the relationship between absenteeism and early literacy and the importance of addressing absenteeism in pre-kindergarten to ensure that students are ready when they enter Kindergarten. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the significance of induction and mentorship programs in retaining early-career teachers in South Carolina. Induction and mentorship programs have been recognized as a viable solution since high turnover rates among new teachers may harm student learning and school culture. The study examined the variables of clear program goals and objectives, strong administrative support, effective mentor selection and training, ongoing professional development opportunities, and regular program evaluation and feedback. The methodology used was the quantitative approach. The survey created for this study collected data related to early career teachers' experiences in their first years of teaching, including the effectiveness of induction and mentoring programs and their career decision-making. Data was analyzed using a t-test and one-way and two-way ANOVA tests to quantify results from a Likert-scale survey distributed to early career teachers and mentor participants. A total of 77 responses were secured. The findings concluded that 94.8 % of early career and mentor teachers were satisfied with the induction and mentoring program and intend to return the next school year. Overall, this study explains the intricate connection between induction and mentorship programs and teacher retention, providing knowledge that may guide practice and policy in South Carolina and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study served two primary purposes: (a) to explore students' perceptions regarding the utilization of technology in their classroom-based instruction, and (b) to provide an overview of the current use of technology in classrooms that encompasses all high school students. The significance of the study was to contribute to the body of research surrounding the effects technology has on motivation and bridging the gap between passive and active learning among high school students. Teachers were surveyed to explain the academic achievement levels occurring after using technology consistently in the classroom. A comprehensive overview of survey results investigating teachers' perspectives on technology implementation in educational settings is presented. The methodology employed was a qualitative survey research study. The findings revealed a prevalent and varied integration of technology in high school classrooms, with most teachers reporting frequent use for communication, problem-solving, and real-world applications aligned with 21st Century Skills. The implications of this study contributed valuable insights into the nuanced landscape of technology integration in high school classrooms, informing educators, researchers, and policymakers in optimizing the use of technology for enhanced student engagement and achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present study investigated the impact of COVID-19 on middle level females enrolled in algebra in face-to-face instruction or virtual instruction during the 2020-2021 school year. The study analyzed the data from the required summative assessment for algebra students mandated by South Carolina Department of Education. Districts had flexibility and autonomy to count the End of Course Assessment Program as the district determined due to the continued impact of COVID-19. The mixed-methods study focused on the academic impact of COVID-19 on the two instructional models utilized by four school districts in South Carolina. The researcher reviewed data from two large, suburban districts and two small, rural districts that offered one or both of the instructional methods for middle level females enrolled in algebra. The four research questions examined in the study analyzed the mean score on the End of Course Assessment Program and the mean score of the final grade in algebra. The study relied upon quantitative data from archival 2020-2021 data from South Carolina Report Card data along with South Carolina End of Course Assessment Program scores, and qualitative data collected through a teacher survey. The final outcome of the t-test proved a statistical significance in the face-to-face (control group) outperformed the virtual (experimental group) on the End-of-Course-Assessment Program. The second outcome proved by the t-test that significant findings were discovered in the experimental group outperformed the control group on the final course grade. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined whether there was a significant difference between the End-of-Course Examination scores (EOC) across multiple academic disciplines between students who participated in sports and those who did not participate in athletics at all in three rural high schools in South Carolina. The theoretical foundation for this study was based on the theory that athletes outperform non-athletes academically and that female students do better than their male counterparts. It sought to determine if there was a statistically significant disparity between the EOC scores of athletes and non-athletes concerning gender. The first four research questions asked if there was a statistical difference between those who participate in sports and those who do not on EOC exams in English 2, algebra 1, biology 1, and U.S. History and Constitution. It was expected that the result would show no significant difference between the two groups. The data indicated that there was a statistically significant difference between athletes and non-athletes in English, algebra, and biology. Concerning gender, a statistically significant difference was found regarding passing rates of female athletes over males in biology only. The subsequent four questions inquired whether there was a statistical significance between male and female athletes and male and female non-athletes. The sources of the data were school district offices and athletic departments from three small rural high schools. The Mantel-Haenszel (CHM) and Pearson Chi-square tests were used to examine the data. The results indicated that athletes had significantly higher passage rates over non-athletes in English, algebra, and biology. Regarding gender, female athletes had significantly higher pass rates in biology than their male counterparts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this correlational study was to investigate the effectiveness of attending a full-day pre-kindergarten program on the Kindergarten Readiness Assessment (KRA) scores of students who attended the Full-day program and students who did not attend the full-day program. The population of students in this study was 260 from three different regions within a school district in the Midlands of South Carolina. The Mantel-Haenszel Chi-Square Test was utilized to answer four research questions. The results indicated a full-day pre-kindergarten program significantly affects the kindergarten readiness assessment (KRA) scores of students who attend the program. Attending a full-day program before starting kindergarten significantly impacts both male and female students and is critical to their academic progress. A full-day pre-kindergarten program makes a significant difference for students who receive free lunch only and is especially important for those students who come from underprivileged backgrounds and require additional support. Attending a full-day pre-kindergarten program substantially impacts students' academic outcomes, particularly those residing in the urban and rural areas of the district. The results suggested that full-day pre-kindergarten programs can play a vital role in enhancing the educational outcomes of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Across the United States, the effort to ensure that students are able to meet national and state standards is being seriously undermined by three factors in particular: failure to attract, cultivate, and retain our newest teachers (South Carolina Induction and Mentoring Program Guidelines, 2006). This study is an assessment of the conditions in a small, rural school district in South Carolina that impact the retention of teachers. This study used quantitative data to analyze the perceptions of teachers in the district on school and district conditions by race, years at school, years of experience, and degree level. The participants of the study consisted of 92 teachers who completed electronic surveys indicating their perceptions of the schools, district, and the new teacher induction program. The data from the participants was analyzed and compared to a theoretical positive rating based on the literature review. This study revealed that the school district exudes attributes that are attractive to new teachers, the teachers feel a sense of community and continuity within their schools, the district provides an effective support system, and the teachers have a positive relationship with their principals. These results agree with the literature which indicates that teacher efficacy is related to outcomes such as teacher persistence, enthusiasm, resilience, commitment, and a greater commitment to stay in teaching (Tschannen-Moran & Hoy, 2007). The study concluded with recommendations and conclusions based on the review of the literature and data analysis involved in the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study aimed to explore if there was a significant difference in student performance in ELA and Math in middle school grades six through eight, pre- and post-COVID-19. This study aimed to identify student performance deficiencies in grades six through eight relating to gender, socioeconomic status, and race. The significance of this study is also to investigate and compare student performance pre-COVID-19 and post-COVID-19. The results of the study indicated that there was a significant difference in student performance pre-COVID-19 and post-COVID-19 in terms of gender and race and students of certain socioeconomic status in ELA and Math in middle school grades six through eight in South Carolina. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research study examined the difference between a formal pre-kindergarten (pre-K) experience and a non-formal pre-kindergarten experience and the impact it had on the academic achievement of kindergarten students. The study also examined the impact these experiences had on kindergarten students as it relates to the Phonological Awareness Literacy Screening (PALS) and to the Kindergarten Readiness Assessment (KRA) before and after COVID-19. The study used the comparative research design to investigate differences in formal and informal pre-kindergarten experiences of students enrolled in a rural school district in South Carolina during the 2018-2019 and 2021-2022 academic years. A total of 743 kindergarten students attended those schools during that period. Most kindergarten students (57.0%) entered public school with formal pre-kindergarten experience while 43% entered public school with a non-formal pre-kindergarten experience. The Analysis of Variance (ANOVA) was used to examine nine hypotheses which were analyzed at the p < 0.05 level of significance. Five hypotheses examined were retained and 3 were rejected. The findings of this study supported that preschool provides a foundation for learning both socially and academically and this helps them succeed in elementary school. Kindergarten students with formal pre-kindergarten experiences had significantly higher KRA scores than students with non-formal pre-kindergarten experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]