Browsing by Author "Peter Hessling, Committee Co-Chair"

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    A Hospital School: An Intrinsic Case Study
    (2004-09-07) Lemke, Richard E; Peter Hessling, Committee Co-Chair; Robert Serow, Committee Chair; Paul Bitting, Committee Member; Michael Vasu, Committee Member
    The purpose of this qualitative study has been to examine the operation of one North Carolina hospital school. Nine participants, consisting of five hospital school teachers, one hospital school media specialist, the school's principal, and two hospital administrators were given the opportunity to describe in their own words, the hospital school and how educational services are delivered to K-12 and some Pre-K students in this school away from home. The study identified the history, mission, staffing, administration, funding, population served, services provided, and demographic data describing the operation of the school. The study also confirmed the positive role school can play for patients experiencing chronic illnesses discussed in the literature, including the normalizing effect of the hospital experience with school as an element of students' day and the encouragement students can receive from preparing for the return to regular school settings. Participants in this study reported a close working relationship between public school educators and hospital personnel who work closely to prepare students for an eventual return to school.
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    The Impact of the Support Our Students (SOS) After-School Program on the Achievement of Middle-Grade Students at Risk of Academic Failure
    (2005-10-24) Roukema, Ronald Anthony; Peter Hessling, Committee Co-Chair; Paul Bitting, Committee Co-Chair; Troy Chen, Committee Member; Jean Davis, Committee Member
    This study investigates the impact of an after-school intervention on student achievement. The study uses two-tailed t tests to compare the growth in actual scale scores achieved by two groups of students taking the North Carolina End of Grade (EOG) test from 1999 to 2001. It compares the scores of those who participated in the Support Our Students (SOS) program to the scores of nonparticipating students to determine the effect that the SOS program had on student performance on the EOG test. To conduct the research, I obtained assistance from Edstar Research in compiling a complete list of all students participating in the SOS program who were in sixth grade in 1998?1999 and who scored a level I or level II on their math/language arts EOG. The identifiers included were county, ethnicity, socioeconomic status, gender, and EOG scores for math and language arts for each of the 1998—1999, 1999—2000, and 2000—2001 school years. With the assistance of the North Carolina Education Data Center, I obtained a data set representing the stratified group of students who were level I or level II who did not participate in the SOS program. This study's findings are as follows: 1. Students who participated in the Support Our Students program for three years in middle school from the years 1998 to 2001 showed no significant difference in math or reading scores from those who did not participate in the program. 2. There was no significant difference in math or reading scores between participating and nonparticipating students in the minority subgroup. 3. There was no significant difference in math or reading scores between participating and nonparticipating students in the free or reduced-price lunch subgroup. 4. There was no significant difference in math or reading scores between participating and nonparticipating students in the male subgroup. 5. There was no significant difference in math or reading scores between participating and nonparticipating students in the female subgroup. The results of this study provide educational leaders with information on how after-school programs function as a method of addressing the needs of students at risk of academic failure as defined by their progress on the North Carolina EOG tests. This study also serves to raise awareness of the larger issue of discovering and developing effective interventions for the large number of students projected to fall short of student accountability and promotion standards in the years to come.