Abstract
This paper was framed and studied using Improvement Science Dissertation in Practice. Using a framework grounded in improvement science allows the research practitioner to participate in Plan, Do, Study, Act (PDSA) cycles. Iterative mini-experiments known as the "Plan-Do-Study-Act" (PDSA) cycle allow educators to discuss potential changes, put them into action, evaluate the outcomes, and then make a final decision on how to proceed (e.g., whether to adopt, modify, or scrap the change entirely). Bryk et al., (2017) state that PDSA cycles during research educators learn quickly and affordably which treatments work and, afterward, how to integrate them to achieve excellent outcomes reliably at scale adaptively. This dissertation was conducted in two phases: the first phase was the evaluation of the current context, and the second phase was the intervention to address the problem of practice.
Date of publication
Summer 7-10-2024
Document Type
Dissertation
Language
english
Persistent identifier
http://hdl.handle.net/10950/4732
Committee members
Dr. Odell, Dr. Bretl, Dr. Neel
Degree
Doctorate of Education in School Improvement
Recommended Citation
Rasberry, Jennifer, "Improving Reading Outcomes Through Blended Learning" (2024). Education Theses and Dissertations. Paper 22.
http://hdl.handle.net/10950/4732