Teaching Strategies for Students with Low Achievement in a Christian School Classroom

Abstract

The purpose of this particularistic case study (Merriam, 1998) was to enable Christian school educators to examine their enrollment and instructional policies in light of their philosophies. Within the framework of effective schools and scientifically-based interventions, I examined the instructional strategies that two Christian school teachers implemented for students with low achievement. Results indicated that the teachers made accommodations and modifications to the student-participants' academic programs and evaluated outcomes. Some strategies they employed resembled scientifically-based strategies; however, the participants were not necessarily aware of the research and did not consistently implement strategies according to a proven protocol or with fidelity.

Acknowledgments

This article is a condensation of June Leasure's doctoral study for her degree in special education at Kent State University. Laura Sanchez-Fowler was her advisor throughout the course of the study and also assisted with the revisions for this article format.

Additional information

Notes on contributors

JUNE RUFF LEASURE

June Ruff Leasure is currently a school psychologist for the local school district in Barnesville, Ohio and is an adjunct professor at Muskingum University, New Concord, Ohio.

LAURA SANCHEZ-FOWLER

Laura Sanchez-Fowler is currently a senior lecturer in the Department of Curriculum and Instruction at Texas State University in San Marcos, Texas.