Nicole Black

Term

Spring 2022

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Trish Harvey

Secondary Advisor/Reader One

Jody Wenum

Peer-Reviewer/Reader Two

Elizabeth Comstock

Abstract

The research question addressed in this study was: how are struggling, elementary-aged students’ academic and social-emotional learning impacted by a nontraditional, multi-age learning environment? Topics explored in the review of the literature include struggling learners, academic performance, social-emotional learning, and learning environments. The case study was based on a pilot program, in which 22 students with academic and social-emotional needs were co-taught by three teachers in a multi-age, grades 2-4 environment. To answer the research question, qualitative and quantitative academic and social-emotional data was collected over a nine-week period. Individual goals were set for and with students in the areas of academics and SEL. These goals were monitored through observation, assessment, and self-reflection. Notes on student progress were kept in students’ Learner Maps, a Google spreadsheet tracking student goals throughout their K-12 career. Data revealed 27.2% of students met their academic goals and 54.5% met their social-emotional goals. The results of the study suggest that the program, specifically a nontraditional, multi-age environment, may have been more effective at addressing social-emotional needs than academic needs. Limitations, implications, and recommendations for future research are discussed.

Research Methodology

Case Study

Keywords

Achievement, At-risk Students, Grades/ Student Performance, Multi-age

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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