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035 a| (OCoLC)1506074671;

090 a| LC41;

049 a| EREE;

100 1 a| Custy, Cameron Kinsey,e| author.?| UNAUTHORIZED;

245 10 a| Of passing and failing :b| the interplay of classroom teaching and tutoring in high school /c| by Cameron Kinsey Custy.;

246 3 a| Of passing and failing the interplay of classroom teaching and tutoring in high school.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2024.;

300 a| 1 online resource (210 pages) :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 4.56 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2024.;

500 a| Presented to the Faculty of the Department of Educational Leadership;

500 a| Advisor: R. Martin Reardon;

500 a| Title from PDF t.p. (viewed February 19, 2026).;

520 3 a| As asserted by Bowers and Sprott (2012) and confirmed by Hart (2019) and Vatterott (2019), academic success can be achieved by students when given proper assistance and guidance during the learning process. Students at Carolina High School (CHS) were given the opportunity to attend tutoring activities during the school day, called PowerHour, to eliminate barriers students can face with attending after-school tutoring. The purpose of this study was to evaluate the effectiveness of Power Hour on improving student academic achievement. The results of this study were used to further refine the PowerHour program to provide the greatest benefit to the students attending CHS. This research focus motivated three research questions: (1) How have teachers' perceptions of tutoring changed? (2) How have students' perceptions of tutoring changed? (3) How have students' academic outcomes changed? To address the research questions, I gathered student engagement data both before and after my intervention to discern if there were any changes in the level of student engagement in the courses the students were studying. I also collected data on teacher and student perceptions using open-ended surveys followed by focus group discussions with the participants. I used student achievement data to gauge any change in students' academic outcomes. I analyzed and theorized the data I collected to help improve the overall PowerHour program so that it would provide students with a high-quality tutoring program that has the potential to positively impact their learning outcomes and ultimately set them on a path to future success.;

504 a| Includes bibliographical references.;

650 0 a| Tutors and tutoring.=| ^A964495;

650 0 a| High school teachersx| Attitudes.=| ^A6461;

650 0 a| High school studentsx| Attitudes.=| ^A6460;

650 0 a| Academic achievement.=| ^A8828;

653 a| Education;

700 1 a| Reardon, R. Martin,e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjFWXQ8McRqd7ydbvxqTXm=| ^A1280454;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/13826;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6560809;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6560809-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 3/10/2025x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6560809-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 3/10/2025x| ETDz| HERESOURCE;

Of passing and failing : the interplay of classroom teaching and tutoring in high school / by Cameron Kinsey Custy.

Author/creator	Custy, Cameron Kinsey author.
Other author	Reardon, R. Martin, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2024.
Description	1 online resource (210 pages) : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Tutors and tutoring. High school teachers--Attitudes. High school students--Attitudes. Academic achievement.

Variant title	Of passing and failing the interplay of classroom teaching and tutoring in high school.
Summary	As asserted by Bowers and Sprott (2012) and confirmed by Hart (2019) and Vatterott (2019), academic success can be achieved by students when given proper assistance and guidance during the learning process. Students at Carolina High School (CHS) were given the opportunity to attend tutoring activities during the school day, called PowerHour, to eliminate barriers students can face with attending after-school tutoring. The purpose of this study was to evaluate the effectiveness of Power Hour on improving student academic achievement. The results of this study were used to further refine the PowerHour program to provide the greatest benefit to the students attending CHS. This research focus motivated three research questions: (1) How have teachers' perceptions of tutoring changed? (2) How have students' perceptions of tutoring changed? (3) How have students' academic outcomes changed? To address the research questions, I gathered student engagement data both before and after my intervention to discern if there were any changes in the level of student engagement in the courses the students were studying. I also collected data on teacher and student perceptions using open-ended surveys followed by focus group discussions with the participants. I used student achievement data to gauge any change in students' academic outcomes. I analyzed and theorized the data I collected to help improve the overall PowerHour program so that it would provide students with a high-quality tutoring program that has the potential to positively impact their learning outcomes and ultimately set them on a path to future success.
General note	Presented to the Faculty of the Department of Educational Leadership
General note	Advisor: R. Martin Reardon
General note	Title from PDF t.p. (viewed February 19, 2026).
Dissertation note	Ed.D. East Carolina University 2024.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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Of passing and failing : the interplay of classroom teaching and tutoring in high school / by Cameron Kinsey Custy.

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