Dissertation/Thesis Abstract

A Historical Analysis of Place-Based Education at Crellin Elementary, 2002-2018
by Early, Lana R., Ed.D., Frostburg State University, 2018, 171; 13427754
Abstract (Summary)

This case study on Crellin Elementary School in Oakland, Maryland, examined the pedagogical practices of 7 teachers/administrator from the school. It examined implementation of placed-based education (PBE) using researcher observations and teachers’/administrators’ narratives, two learning partners, and the former superintendent about the efficacy of the PBE learning model. This study also examined the commitment level of adopting critical pedagogies of place to meet the learning needs of students, many who come from lower socioeconomic backgrounds. Community members provided narratives of their connections to placed-based educational activities with Crellin and their insights on the impact on the community and the participating organization. The research study indicated that PBE can be a contributing factor in narrowing the achievement gap by focusing on the lower socioeconomic subgroup, using data from students who receive free and reduced-price lunch. Measurement tools included the Maryland State Assessment and Partnership for Assessment of Readiness for College and Careers assessments scores between the years 2003 through 2010 and 2017. Other contributing factors determining the efficacy of PBE included leadership and sustainability and the number of highly qualified teachers, specifically at Crellin Elementary School. Benefits of PBE were also discussed, including teacher empowerment, community empowerment, and an enriched curriculum due to partnerships with academic experts. Recommendations included replication of a study on middle and high schools implementing the PBE learning model and its effects on student achievement. A recommendation was to track alumni student achievement including a longitudinal study of Crellin students’ academic performance through middle school and high school (e.g., Advanced Placement, Partnership for Assessment of Readiness for College and Career, SATs, and ACTs).

Indexing (document details)
Advisor: Childs, William P.
Commitee: Brown, Lori Y., Munk, Debra S.
School: Frostburg State University
Department: Educational Professions
School Location: United States -- Maryland
Source: DAI-A 80/06(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education history, Elementary education, Teacher education, Education philosophy
Keywords: Achievement gap, MSA, PARCC, Place-based education
Publication Number: 13427754
ISBN: 978-0-438-84784-2
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