Transforming Classrooms through instructional stratergies

Schools across our nation are beginning to see more student apathy. Students' attention spans, motivation, and achievement appear to be waning. The traditional style of teacher-student interactions is also changing. Students are no longer merely recipients of knowledge; they are partners in their educational journey. Traditional teaching methods of lectures, “sit and get,” and rote memorization are no longer at the forefront. In fact, these methods are proving less effective at helping students learn, grow, and navigate our global society. As our society has evolved intellectually, so must the education systems that influence them. The transition is necessary. However, many teachers struggle to adapt and implement instructional strategies that engage young learners and could transform schools. While they grapple with student apathy, they cling to old methodology. The need for effective instructional practices is relevant for all learners; they are even more necessary for Middle School Learners who are transitioning from elementary school and will soon enter learning environments that will help set the stage for their futures. My research, "The Impact of Evidence-Based High-Yield Strategies on Middle School Student Engagement and Achievement," will show the connection between these strategies and their impact on Middle School students.

Present studies on high-yield instructional strategies provide insight by giving the effect size of individual strategies. Outlining that instructional strategies differ in effect size, showing which strategies may have the most impact on learners. However, there are gaps in the research regarding the impact at various levels of learning, the extent of strategy implementation, and the impact on student motivation. The dissertation aims to demonstrate the relevance of research-based instructional strategies to the adolescent brain. Both quantitative and qualitative methodologies will be used in examining the conceptual work of John Hattie, Robert Marazano, and Spencer Kagan and comparing it to the theoretical work of Benjamin Bloom, Lev Vygotsky, and Abraham Maslow. This study contributes to the educational practice in Middle Grades education by providing evidence and a pathway to reduce student apathy at the secondary level and enhance student motivation and engagement at this critical juncture  of adolescent development. Partnering education and emotion by meeting the social-emotional needs of students through a network of educational practices known as High Yield Strategies.