Download or read book The Impact of Instructional Delivery Models to Students with Disabilities on Their Performance on the Georgia High School Graduation Test written by Alton White and published by . This book was released on 2008 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the results of the Georgia High School Graduation Test (GHSGT) for a six-year period of time for students with disabilities. The first three years were before the implementation of the inclusion model, and the last three years were after the inclusion model was implemented. The study assessed the best model to use with students with disabilities based on the GHSGT.
Download or read book The Impact of Instructional Delivery Models to Students with Disabilities on Their Performance on the Georgia Ninth Literature End of Course Test written by Penny Bowen and published by . This book was released on 2010 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: In order to make Adequate Yearly Progress (AYP) under the No Child Behind Act (NCLB), a pre-determined percentage of high school juniors in the state of Georgia must pass the Georgia High School Graduation Tests. This percentage is true not only for all students as a whole, but also for various subgroups. One of these subgroups is Students With Disabilities (SWD). The End of Course Tests were developed in Georgia to serve as a preliminary indicator of students success on a standardized test prior to the Georgia High School Graduation Test during the junior year in high school. More and more schools have gone to an inclusion model of instruction in an effort to improve the quality of instruction given to SWD. The fall ninth-grade Literature EOCT test scores were collected from SWD who received instruction using the resource classroom method and SWD who received instruction using the inclusion model. A t-test was performed on the data in order to determine if there was a difference in the mean scores of students in the resource model, and the mean scores of students in the inclusion model. The results of the t-test showed that there was no statistically significant difference in the means of the two groups.
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 2005 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Co Planning for Co Teaching written by Gloria Lodato Wilson and published by ASCD. This book was released on 2016-08-25 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do you ensure that your co-teaching strategies make the most of the time that you and your co-teaching partner have in the classroom? The answer is co-planning, which will dramatically and efficiently increase the effectiveness of your instruction. In Co-Planning for Co-Teaching, author Gloria Lodato Wilson presents time-saving routines for general and special education teachers that will increase the active roles of each co-teacher and intensify instruction for students. Useful for co-teachers, administrators supervising co-teachers, and pre-service teachers, this book outlines how to eliminate the frustration and barriers often associated with co-planning, how to maintain the rigor of the coursework, how best to address the needs of students, and co-planning strategies for meeting IEP goals. Packed with useful examples for both elementary and secondary co-teachers, Wilson's "behind-the-scenes" guidance helps co-teachers make the most of co-planning time.
Download or read book The Effect of Group Counseling Intervention on the Performance of Rural Students on the Georgia High School Graduation Tests written by Donna Caudell and published by . This book was released on 2016 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: With an increase in high-stakes testing, educators continue to search for the best methodologies for assisting students in maximizing academic achievement and successful completion of graduation requirements including mandatory tests for high school graduation. At the time of this study, students graduating from Georgia high schools were required to pass five academic subject area tests in order to receive a high school diploma. Psychometric theory, social cognitive theory, and cognitive behavioral theory provided the theoretical framework for this study. Students from a rural high school in Georgia comprised the sample. This quantitative study employed a posttest-only control group design with randomization. Students who had failed at least one of the Georgia High School Graduation Tests (GHSGT) were randomly placed into control and treatment groups. Students in the treatment group participated in an 8-session group guidance program, Student Success Skills. Control and treatment groups were compared using Mann-Whitney U tests for math, social studies and English language arts. The results of this study found no significant difference between the groups' test scores.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2001 with total page 832 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a High School Remediation Science Class on Student Performance on the Georgia High School Graduation Test written by Lauren S. Wilson and published by . This book was released on 2007 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Working Mother written by and published by . This book was released on 2002-10 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The magazine that helps career moms balance their personal and professional lives.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1997 with total page 806 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ebony written by and published by . This book was released on 2001-09 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: EBONY is the flagship magazine of Johnson Publishing. Founded in 1945 by John H. Johnson, it still maintains the highest global circulation of any African American-focused magazine.
Download or read book An Examination of the Relationship Between Inclusion of Students with Disabilities in General Education Classrooms and Student Success as Measured by Public School District Graduation Rates Dropout Rates and ACT Mathematics Performance written by Renee Anne Rudloff and published by . This book was released on 2014 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The accountability of No Child Left Behind (NCLB, 2001) provided assurance that "all children (would) have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments" (Section 1001). According to research, subgroups such as students with disabilities have historically underperformed on state assessments (Darling-Hammond & Rustique-Forrester, 2005; Eckes & Swando, 2009). Measuring their progress holds the school district, teachers, and students accountable for the results, thereby raising expectations, improving teaching, and increasing learning. In Michigan, students seeking a standard diploma must meet rigorous curriculum standards, which include Algebra I and Algebra II (MDE-MMC, 2012). Additionally, Michigan public school students take a battery of state-mandated assessments, including the ACT in their 11th grade school year. To provide exposure to these courses, students with disabilities are placed in general education classrooms to receive the same instruction as their non-disabled peers (IDEIA, 2004). The term inclusion describes this arrangement, consistent with the terminology stated in Section 612(a) (5) (a) of IDEIA (2004). With graduation tied to rigorous curriculum requirements, high-stakes testing, and greater stipulations to receive a school diploma, engaging students with disabilities at the secondary level through inclusion has become a priority (Bost & Riccomini, 2006; Christenson, & Thurlow, 2004; Johnson, Stout, & Thurlow, 2009; Mastropieri & Scruggs, 2001; Thurlow & Johnson, 2000). The purpose of this quantitative study was to examine the relationship between the percentage of time students with disabilities spend in general education classrooms and student success. Student success was measured by a school district's graduation rate, dropout rate, and ACT Mathematic mean score. The theoretical foundation for this study was Vygotsky's social development theory. A Pearson product-moment analysis was used to identify relationship(s) between the percentage of time students with disabilities spend in general education classrooms and the district's graduation rate, dropout rate, and ACT mathematic mean score. Additionally, a regression analysis was used to analyze the relationship between the aggregate of factors representing Instructional Quality and the district's graduation rate, dropout rate, and ACT mathematic mean score. Finally, a paired t-test was used to determine if significant differences existed between 2006-2007 and 2010-2011 school years. The Pearson product-moment findings indicated that the percentage of time students with disabilities spend in general education classrooms had a positive relationship with a district's graduation rate and ACT mathematic mean score. Additionally, the regression findings indicated that a relationship exists between factors representing Instructional Quality and the district's graduation rate, dropout rate, and ACT mathematic mean score. The paired t-test found a significant difference in graduation rate, dropout rate, and ACT mathematic mean score between 2006-2007 and 2010-2011. The graduation rate decreased, dropout rate decreased, and ACT mathematic mean scores increased. The findings revealed that increasing the percentage of time students with disabilities spend in general education classrooms may result in higher ACT mathematic means and lower dropout rates. However, findings may also suggest that students with disabilities need more than four years to graduate with a standard diploma.
Download or read book A Study of Teachers Perceptions of the Effects of the Georgia Performance Standards on Their Power in Instruction in a High School in East Georgia written by Oscar M. Ceron and published by . This book was released on 2015 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Academic standards have come to occupy center stage in public schools to guide teachers in their instruction, and they have become the means by which teachers assess students’ performance. With more emphasis placed on student performance and higher test scores, states have come to rely dramatically on them to raise educational standards. Their introduction also has prompted outside entities such as the federal and state governments and corporations to become involved in public education. While not direct, their involvement has also influenced how academic standards are developed and implemented in public schools. In this sense, governments and corporations have introduced economic models in public schools, changing the process of how schools function, what teachers teach, and how students’ performance is measured. In the state of Georgia, the introduction of state academic standards came as a result of compliance with federal guidelines. The implementation of academic standards like the Georgia Performance Standards (GPS) brought changes in education such as students having to know specific material to pass standardized tests, and teachers being compelled to teach verbatim what the standards said to teach. The end result was that the rigidity and strict alignment to the GPS affected teachers’ perception of power in their instruction in negative ways. The purpose of this study was to investigate how teachers’ power in their instructional practices was affected by the GPS. The methodology used in this study was a qualitative design and was guided by a series of interviews of teachers at a high school in East Georgia. The data collected was audio-recorded and examined by using two methods of analysis: inductive analysis to allow emerging themes to develop from individual interviews and cross-case analysis to identify emerging themes and patterns from multiple sets of data. The analysis of the data involved coding and organizing it into common patterns and themes to make a holistic report.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 1014 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Model for Improving Science Georgia High School Graduation Test Review Sessions written by Erik Sean Boulier and published by . This book was released on 2007 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
