Download or read book The Difference in Academic Achievement Between Students with Disabilities and Students Without Disabilities After the Implementation of Collaborative Instruction in Walton County written by Suzanne Malloy Carter and published by . This book was released on 2007 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to determine differences in Georgia High School Graduation Test scores between students with and without disabilities after the implementation of collaborative instruction. The sample was taken from a rural northeast Georgia county. For the study 81.6% students were white, 14% were African-American, 2.2% were Asian, 1.8% were Hispanic and .4% were multi-ethnic. 53.3% were female and 46.6% were male. 2% were students with disabilities. The scores from 457 students each year were statistically analyzed using descriptive statistics, t-tests and Chi square. To determine the differences between Georgia High School Graduation Test scores before the implementation of collaborative instruction data from 2003 were analyzed. Collaborative instruction was implemented in the fall of 2004. Scores from 2005 and 2006 represent after the implementation of collaborative instruction. The differences between potential predictors were also analyzed. The researcher found that the differences between potential predictors were statistically significant for all subtest scores except language arts for 2006. The achievement gap, between students with disabilities and without disabilities that was significant in 2003, was not statistically significant in 2006. The researcher found statistically significant differences in the mean subtest scores when comparing the two groups in 2003 by disability status. The differences in scores when compared by ethnicity and by disability status were significant for students without disabilities but the differences were not significant for students with disabilities. The differences in scores were statistically significant for both groups when compared by disability status and by gender. The before and after analysis over time determined that the gap in academic achievement was closing significantly for language arts and social studies and closing slightly on the science subtest. The mean difference for math scores did not reduce from 2003 to 2006. Therefore there was no reduction in the achievement gap on the math subtest scores. This expost-facto causal comparative study is among few others that address the effect of collaborative instruction on academic achievement. The researcher determined that students achieve higher scores on the GHSGT after they experience a collaborative instruction service delivery model.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Accessibility and Diversity in Education Breakthroughs in Research and Practice written by Management Association, Information Resources and published by IGI Global. This book was released on 2019-12-06 with total page 1040 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a necessary foundation for improving one’s livelihood in today’s society. However, traditional learning has often excluded or presented a challenge to students with visual, physical, or cognitive disabilities and can create learning gaps between students of various cultures. It is vital that learning opportunities are tailored to meet individual needs, regardless of individual disabilities, gender, race, or economic status in order to create more inclusive educational practices. Accessibility and Diversity in Education: Breakthroughs in Research and Practice examines emerging methods and trends for creating accessible and inclusive educational environments and examines the latest teaching strategies and methods for promoting learning for all students. It also addresses equal opportunity and diversity requirements in schools. Highlighting a range of topics such as open educational resources, student diversity, and inclusion barriers, this publication is an ideal reference source for educators, principals, administrators, provosts, deans, curriculum developers, instructional designers, school boards, higher education faculty, academicians, students, and researchers.
Download or read book Comparing Types of Student Placement and the Effect on Achievement for Students with Disabilities written by Patricia Mason and published by . This book was released on 2013 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since implementing No Child Left Behind, schools have improved student achievement while also preparing students for the 21st century. Schools continue to strive for 100% proficiency in all subgroups by 2014, but achievement gap exists for students with disabilities. This study used a causal comparative research design to test the concept of co-teaching by comparing types of placement for students with disabilities and the effect on student achievement. For this study, placement was considered where the student received instruction in either a general education class or a co-taught class during 9th through 11th grade. Student achievement was based on the 11th grade Pennsylvania System of School Assessment results for reading and math. This study examined the results from southwestern Pennsylvania high schools for the 2011-2012 school year. The independent variable was student placement in co-taught classes or general education classes. The dependent variable was student achievement based upon the state test results. A causal-comparative design matched 67 math and 68 English co-taught participants with non-co-taught participants based upon gender, disability, and full scale IQ. Analysis of variance was used to determine if the different placements had differential effects on the students' state math and reading scores. Math and English pairs were analyzed separately. The results of this study found that there was a significant difference in mean scores for class placement in both math and English classes. The students with disabilities placed into a general education class scored significantly higher on the respective 2012 PSSA tests.
Download or read book Resources in Education written by and published by . This book was released on 1990 with total page 928 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book Atlanta Magazine written by and published by . This book was released on 2005-01 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region. Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of General Education Co teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities written by Tammy Nash and published by . This book was released on 2013 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent legislation in education mandates that students with disabilities be given access to the general education curriculum in order to reach higher academic standards. To meet these requirements, co-teaching has become a popular service delivery model for instruction of students with disabilities within the general education setting. The purpose of this causal-comparative study was to compare math achievement of secondary students with disabilities in general education co-taught math classes to students with disabilities in special education resource math classes. Participants included 145 high school students with disabilities from four large suburban schools in Northeast Georgia. Learning outcomes were measured by scores on the Georgia Math II End of Course Test. Math I End of Course Test scores from the previous school year were used as a covariate to control for differences in math ability between the groups. Data were analyzed for statistical significance using an ANCOVA. Results indicated that students instructed in co-taught math classes had higher mean scores on end of course tests than students instructed in resource math classes. The findings suggest that co-teaching had a small effect in influencing outcomes in math. Implications for practice indicate that the design of effective teaching practices and instruction are necessary for the attainment of math skills. Future research would help identify important instructional components, teacher experience and training, as well as provide broader generalization of results.
Download or read book 55 Tactics for Implementing RTI in Inclusive Settings written by Pam Campbell and published by Corwin Press. This book was released on 2009-10-15 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Boost academic achievement for all students in your inclusive classroom! As schools implement RTI in general education settings, educators need easy access to information about effective teaching and intervention tactics for diverse learners. This resource offers teachers 55 research-based instructional tactics organized around four components—planning, managing, delivering, and evaluating. Teachers will also find: Accommodations/modifications for adapting tactics to meet individual learning needs Illustrations showing how to implement tactics within each tier of a three-tier RTI framework Strategies for meeting the needs of diverse students, classrooms, and schools A wealth of reproducibles, worksheets, and forms for immediate use
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1999-10 with total page 1260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Various Stakeholders Participation in Education Policies and Implementation Practices for Students with Learning Disabilities written by Elaine L. Baker and published by . This book was released on 2015 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research study sought to understand the impact of certain stakeholders' input in education policies and implementation practices affecting students with Learning Disabilities (LD). The study examines policies and procedures in regard to public participation and actual levels of parental and community participation in three school districts; teachers' perceptions of parental and community engagement and the learning environment of students with LD; and the role of organizations providing education services to students in the school districts' service areas. A mixed approach was employed. The qualitative methods permitted the investigation and analysis of school districts' governing bodies by (1) comparing their school boards of trustees' public participatory policies and processes and board meeting minutes, and (2) conducting semi-structured interviews with board of trustee members and leaders of local organizations who provide educational services to students with or without a disability. The quantitative methods were employed (1) to compare data containing academic performance outcomes for students with disabilities (SDs) and the school districts' state assessment results, (2) to examine the level of, and opportunity for, public participation in education policy decisions at board meetings and parental involvement in the implementation of education programs, and (3) to better understand whether the levels of public and parental participation impact teacher' perceptions of students with LD. The findings demonstrate that the level of public participation in education policies for students with LD varied and there was no evidence that the school district with the higher academic performance had greater overall public participation. The findings confirmed the evidence present in the literature in terms of the positive impact of parental involvement in policy and program decisions that affect their child's education. The final findings showed a need for advocacy by parents of students with LD; training for all teachers in effective teaching techniques for students with LD; and a need for additional organizations and volunteers to provide education services for students with LD because these organizations provide a level of individualized assistance that school classroom teachers struggle to offer due to class sizes. Given the continual academic lag of SDs, and the demonstrated gaps in the learning environments for students with LD, a model Learning Disability Partnership Framework that aimed specifically to benefit students with LD, offers communities a collaborative approach to mitigate the needs of this vulnerable population of students.
Download or read book Difference in Science Achievement for Students with Learning Disabilities Taught in Small Groups Versus Inclusion Setting written by Elizabeth G. Yeager and published by . This book was released on 2014 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relationship of Teachers Highly Qualified Status to the Academic Achievement of Students with and Without Learning Disabilities written by Heather LeAnne Nance and published by . This book was released on 2004 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Paired Reading Writing and Spelling written by Keith Topping and published by A&C Black. This book was released on 2010-07-15 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describing specific structured methods for developing and improving literacy skills, this work provides detailed advice about successful organization, coupled with photocopiable masters of necessary materials. The methods are designed with the intention that all students and teachers can benefit, regardless of age and ability. They require no complex technology or expensive materials.
Download or read book Classroom Working Alliance for Students with Disabilities written by Amanda Marie McClelland and published by . This book was released on 2020 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with disabilities (SWD) are at risk for a multitude of negative outcomes including academic failure, behavioral difficulties, and incarceration (e.g., National Center for Learning Disabilities, 2014; Rudasill et al., 2010). Students work throughout their day with both special and general education teachers to support their school progress. Upon entering middle school, additional challenges come in terms of developmental changes as well as changes in the school setting/dynamic, which can be very difficult for students. Positive relationships with teachers may help mitigate some of the risks that these students face (e.g., Hamre & Pianta, 2001). Positive teacher-student relationships (TSR) have been defined as high ratings of closeness and low ratings of conflict and have been associated with increased academics, and engagement (Murray & Zvoch, 2011; Spilt et al., 2012). Students that are more engaged show increases in academic achievement, social skills, behavior, and school success for both SWD and typically-developing students. At the same time, some studies have used measures to extend TSR to include the collaboration between teachers and students, called alliance (e.g., Heath et al., 2007; Rogers et al., 2015). Studies have shown associations between alliance and engagement for SWD from first through sixth grade (Knowles, 2017). The present study extended current research to identify the following: (a) Do student ratings of their classroom working alliance with teachers differ between their special education and general education teachers? (b) Do student ratings of classroom engagement differ between their special education and general education teachers? (c) Are student ratings of classroom working alliance differentially associated with engagement for special education or general education teachers? (d) Are the magnitudes of the relations between student ratings of alliance and engagement different for special education and general education teachers? These questions were addressed by recruiting 20 SWD in middle schools. Individual sessions were held with student and they answered surveys about their special and general education teachers. Results showed that students had higher levels of alliance and engagement with their special education teacher than their general education teacher. Significant differences were found within Emotional Engagement. Findings from this study show that alliance and engagement are moderately associated for special education teachers, while large, significant associations were found for general education teachers. When examined there were small associations between teachers, though most were non-significant. A better understanding of how relationships work across different teachers could impact the way teachers work and interact with their students and work together within the classroom
