Practical “education reform” in school districts across the county has focused on the system of education comprised of education leaders, teachers, parents and the students. While the system appears to be full of activity called reform, progress has been slow or non-existent in increasing success. This study examines education reform activities within a larger school district in Northern Minnesota by surveying elementary classroom teachers on what they believe are those factors influencing student achievement.
Presented in Partial Fulfillment of the Requirements for the Masters of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2015.
Committee names: (Chair), Erin Pepelnjak.
Committee names: Julia Williams (Chair), Erin Pepelnjak. This item has been modified from the original to redact the signatures present.
University of Minnesota, Duluth. College of Education and Human Service Professions. Master of Education Program.
Spehar, Thomas John.
Effectiveness of Education Reform Initiatives within the Context of Poverty.
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