| Decline in student academic performance in comparison to other leading nations lead government officials to re-examine the United States public education system. Therefore, the expanded learning time initiative was launched in 2006 to support this recommendation and has proven to be favorable. The theoretical framework of learning was the basis of this study. This qualitative research study was conducted to identify, based on teacher perception, the teaching strategies elementary school teachers are using within the expanded learning time initiative to effectively leverage students' academic performance within a southeastern urban school district in Massachusetts. The interview data collected for this research study came from twelve elementary school teachers within the same school district. Participants who participated in the study were required to meet significant criteria to be considered. Via a qualitative analysis of interviews and field notes concluded elementary school teachers found the following teaching strategies to be effective; they include deeper learning, specific skill-based interventions, enrichment activities, and more time on task. The findings from this study also suggest that elementary school teachers within the expanded learning time initiative encountered the following obstacles in implementing the program; these include student fatigue and parental involvement. Finally, the findings revealed various school based-supports that also allow for the implementation of the strategies defined. These include: data driven instruction, building-based coaches, and time for efficient teacher collaboration. The information from this study could be used to inform educators across the nation, who are also participating in the expanded learning time initiative about effective teaching strategies used by elementary school teachers to effectively improve students' academic performance. |
