Degree Date
6-2026
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Lorrie Butler
Abstract
This mixed-methods study examined the impact of Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) instructional strategies on academic achievement and student learning in secondary schools. Conducted within a large, diverse school district, the study explored teacher and administrator perceptions of WICOR implementation and examined student achievement data across three secondary schools. Data were collected through Likert-scale surveys from 29 teachers and five administrators, semi-structured interviews with five administrators, and three years of extant state assessment data. Findings revealed strong positive perceptions of WICOR’s effectiveness in promoting student engagement, critical thinking, instructional consistency, and academic success. Participants also identified implementation challenges related to time, resources, and teacher capacity. The findings suggest that consistent, schoolwide implementation of WICOR, supported by professional development and instructional leadership, may strengthen teaching practices and improve student outcomes.
Recommended Citation
Watson, Neketa G., "The Impact Of WICOR Strategies On Academic Achievement in Secondary Classrooms" (2026). Dissertations. 1003.
https://digitalcommons.nl.edu/diss/1003
Included in
Curriculum and Instruction Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Educational Methods Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education Commons