Date of Award

Spring 6-1-2018

Document Type

Dissertation

Degree Name

Doctorate of Education, Ed.D.

College

College of Education

Department

Education

First Advisor

Sally Evans, Ed.D.

Second Advisor

Quincy Daniels, Ph.D.

Third Advisor

Kallen Dace, Ed.D.

Abstract

The purpose of this explanatory case study is to review the supports provided by public elementary schools for highly mobile students from military families. When military families are uprooted and move to new locations, the children are forced to form new social ties as well as adapt to a new curriculum and learning objectives. The research questions that were addressed in the research for this study included: (a) How are issues of military mobility addressed at the study school sites so students are academically and socially successful? (b) What problems are noted by school staff when working with highly mobile students and how are these problems handled? (c) What training initiatives are implemented at the school study sites to help staff successfully support the transition of military dependent children? There were three schools from a school district in the southwestern part of the United States that has military population of almost 50% that were utilized as for the study site. The student achievement data for 3rd through 5th grade students was examined to confirm the overall performance of the study site schools. Data was collected in the form of interviews with school staff members and the parents of military children. The interviews provided data on the current strategies utilized with military students when they transfer into the district. The data revealed that although strategies are being implemented at the study site schools, there is no consistency across the district with the strategies that are utilized and there has been very limited training for staff members in the district for working with military families.

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