Global ETD Search

151	Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students Mortimer, Anthony D 01 January 2018 (has links) This study investigates the apparent threat assessment priorities of potential risks to safety in the school environment in the United States and whether stakeholders in Florida private schools that serve exceptional students agree with the priority given to specific identified potential threats. Faculty and staff, high school students, and the students’ parents and guardians at four Florida private schools for exceptional students rated their perceptions of the severity and likelihood of occurrence of nine potential threats identified in a review of federal and Florida state school safety laws and national and state government surveys of incident occurrences. Results showed that although violent potential threats such as an armed intruder, students bringing weapons to school, and physical assaults received priority attention in federal and state school safety laws, stakeholders in Florida private schools for exceptional students indicated that threats of a more personal nature—such as bullying, sexual harassment, and cyberbullying—were the most significant risks to the safety of their school environment. All three respondent subgroups, however, reported high ratings of their overall feelings of safety at their schools. Thesis University of North Florida UNF school safety risk assessment exceptional students school discipline Educational Sociology Education Policy Policy History, Theory, and Methods Secondary Education Special Education Administration Special Education and Teaching
152	The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom Falkenberg, Carol Ann 03 November 2010 (has links) This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive, general education classroom. On average, completion and accuracy rates were highest over baseline in Phase III. Self-monitoring led to higher percentages of completion and accuracy during each phase of the intervention compared to baseline, group percentages also rose slightly during maintenance. Therefore, results suggest self-monitoring leads to short-term maintenance in spelling and math homework completion and accuracy. This study adds to the existing literature by investigating the effects of self-monitoring of homework for students with disabilities included in general education classrooms. Future research should consider selecting participants with other demographic characteristics, using peers for conferencing instead of the teacher, and the use of self-monitoring with other academic subjects (e.g., science, history). Additionally, future research could investigate the effects of each of the two self-monitoring components used alone, with or without the conferencing. self-monitoring disabilities homework elementary education inclusion strategies Child Psychology Counseling Psychology Curriculum and Social Inquiry Disability and Equity in Education Education Educational Psychology Elementary Education and Teaching Gifted Education Quantitative Psychology Social and Behavioral Sciences Social Psychology Special Education Administration Special Education and Teaching
153	Effects of Direct Instruction Common Core Math on Students With Learning Disabilities Monye, Joseph Ifeanyi 01 January 2016 (has links) U.S. students with learning disabilities' math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson's theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4-group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pre-testing and intervention. Results of ANOVAs were significant at the Î±-levels of .05 (F (1,78) = 233.66 p < .001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students' graduation rates and promoting students' engagement in school and beyond. Students With Learning Disabilities Teaching Common Core Math in K-12 grades Teaching Math to Special Needs Students Curriculum and Instruction Special Education Administration Special Education and Teaching
154	A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention Sheldrake, Danielle Angelina 21 November 2013 (has links) This mixed methods study identifies perceived causes of and solutions to the attrition of special education teachers. Researchers have documented that special education teaching positions encounter higher attrition rates than their general education peers (Katsiyannis, Zhang, & Conroy in Olivarez & Arnold, 2006; Mitchell & Arnold, 2004; Otto & Arnold, 2005; Stempien & Loeb, 2002). More than 66 administrators and 200 special education teachers/Teachers on Special Assignment (TOSAs) employed in the Portland, Oregon metro area (Washington, Clackamas, and Multnomah counties) completed a survey on special education teacher attrition and retention and identified what they believed are the causes of high special education teacher attrition rates and what interventions would increase rates of special education teacher retention. The results of the surveys from the two sub-groups were compared and contrasted and it was determined administrators and special education teachers share similar perceptions of the causes of high special education teacher attrition rates and similar perceptions of interventions to increase retention rates. The results were also analyzed to determine if administrators and special education teachers and TOSAs identify the same causes of special education teacher attrition and interventions to increase retention rates. Labor Relations Special Education Administration Special Education and Teaching
155	School Climate: A Comparison of Teachers, Students, and Parents Jacobs, James A 01 August 2018 (has links) This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018. Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals. School Climate School Engagement School Environment School Safety Curriculum and Instruction Curriculum and Social Inquiry Educational Leadership Educational Methods Educational Psychology Elementary Education Elementary Education and Teaching Gifted Education Health and Physical Education Language and Literacy Education Liberal Studies Other Education Scholarship of Teaching and Learning Science and Mathematics Education Secondary Education Secondary Education and Teaching Special Education Administration Urban Education
156	The Impact of the Lexile Framework on Standardized Literacy Proficiency Scores Gaines, Julia L 24 April 2016 (has links) Upon entering middle school, students within the study district in southeastern Tennessee had low literacy proficiency scores on the Tennessee Comprehensive Assessment Program (TCAP) for 3 consecutive years. Middle school administrators implemented a program called Lexile Framework (LF) into the literacy curriculum in 2011 to improve TCAP scores. However, the change in literacy scores had not been examined following the implementation of LF. The purpose of this quasi-experimental research study was to examine the differences in literacy scores on TCAP of students across the years of pre- and post-LF implementation into the curriculum (2009-2011 and 2012-2014). The theoretical framework for this research study was Vygotsky’s social development theory used within the LF to create student-centered learning in order for students to construct new knowledge by making connections with their literacy experiences. With a convenience sample of 225 students, a repeated-measure analysis of variance determined if there was a significant change in the archived matched literacy TCAP scores before and after the implementation of LF. The multivariate tests indicated a significant (Wilk’s Λ = .21, F (3, 222) = 276.85, p < .01) and linear effect (F (1, 224) = 709.75, p < .01) with partial eta squared (η2 = .76) of LF on literacy TCAP scores of students across the years of pre- and post-LF implementation. Positive social change implications include providing school administrators with research findings to inform district-wide decisions regarding the use of LF in the curricula in their middle schools. Increasing students’ literacy TCAP scores may ultimately improve graduation rates for students. Lexile Framework Literacy Standardized Literacy Proficiency Scores Validation of Reading Interventions Educational Methods Elementary Education and Teaching Higher Education Administration Higher Education and Teaching Scholarship of Teaching and Learning Secondary Education and Teaching Special Education Administration Special Education and Teaching Urban Education
157	Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution Castillo, Claudia 26 May 2016 (has links) For a variety of reasons, college students with disabilities encounter stressors beyond those of students who do not have disabilities. One of the more salient examples is that students with disabilities are required to disclose that they have a disability and to communicate with faculty and staff in order to receive academic accommodations, as afforded to them under sub-part E of Section 504 of the Education and Rehabilitation Act of 1974. Therefore, postsecondary institutions are required to make appropriate accommodations available to students with disabilities, but they are not required to proactively seek them out. The purpose of this study was to learn about the needs that students with physical disabilities have concerning their successful transition into professional careers. This was accomplished by analyzing how five current senior students with disabilities reflected on their experiences, particularly in terms of using work preparation programs and/or accommodations necessary for them to participate in employment recruitment activities provided by the university’s career services office. The intent of those services was to transition disabled students from the university environment into the workforce. The findings showed that the students perceived they did not receive a lot of information regarding the services available, and they also expressed that the university should have done more in transitioning them into their professional life. The basic premise is that higher education professionals, key support staff, and administrators who provide work preparation programs, career, transition and accommodation services to disabled students are in a position to help remove informational barriers, facilitate the use of services and accommodations, and to actively encourage students with disabilities to enter the workforce upon graduation. The results of this study may inspire university personnel to find creative ways to get students involved and motivated to seek services available to them, to be best self-advocates to students needing their services, and to understand the transition challenges that exist between academic life and entry into the workforce. By being more aware and sensitive about the needs of students with disabilities, the professionals who work with them might be better positioned to help them experience a successful and more supported transition into a competitive employment and independent life after college. Career development disability physical disabilities institutions of higher learning stigma students with disabilities work preparation workforce transition disabilities and workforce Accessibility Counseling Counselor Education Disability and Equity in Education Education Policy Higher Education Higher Education Administration Higher Education and Teaching Inequality and Stratification Other Social and Behavioral Sciences Social Policy Special Education Administration
158	The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies Gomez, Jorge 28 June 2013 (has links) Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology. Career Academies Educational Technology Career Technical Education Teacher Professional Development Use of Technology in Education Vocational Education FCAT Scores Student Academic Achievement Student Performance Improvement Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Educational Leadership Educational Methods Instructional Media Design International and Comparative Education Liberal Studies Other Education Secondary Education and Teaching Social and Behavioral Sciences Special Education Administration Special Education and Teaching Urban Education Urban Studies and Planning
159	K-5 Elementary Alternative Program: A Case Study Scheuer, William E, IV 01 December 2022 (has links) The purpose of this case study was to examine how the K-5 elementary alternative program All Students Can Thrive (ASCT) used student-centered learning practices to influence the whole child. There is a lack of research on K-5 elementary alternative programs, such as ASCT, and specifically those that integrate student-centered learning practices to influence the whole child. Literature does not contain universally accepted interventions that are effective in the elementary alternative setting to help students return to the mainstream classroom setting better prepared to display appropriate behaviors when a student is removed from a mainstream classroom setting due to disruptive behaviors. The Association for Supervision and Curriculum Development (ASCD) has determined five major tenets that measure how educators influence the whole child and those are: healthy, safe, engaged, supported, and challenged (ASCD, 2022). These five tenets will serve as the theoretical framework for this research on the whole child and ASCD will function as the scientific authority on the whole child for the purposes this case study. Data collection strategies included interviews, field notes, and a document review. Analysis of data occurred in three phases: (a) coding themes from participant responses during interviews (b) analysis of interview field notes (c) document review. The analysis of the case study data was based on the theoretical proposition that educating the whole child involves children being healthy, safe, engaged, supported, and challenged (ASCD, 2022). The credibility of the analysis was protected by triangulation of data through the coding of interviews, interview field notes, and a document review. The results revealed that that all five tenets of the whole child were identified as a common theme or sub-theme from participant responses. Five common themes: (1) Engaged (2) Space to Thrive/Choices (3) Identify Needs/Skills (4) Confidence/Hope (5) Relationship and five sub-themes emerged from the analysis of data: (1) Challenged (2) Supported (3) Safe (4) Healthy (5) Communication. alternative education whole child student-centered learning trauma relationships Appalachian Studies Applied Behavior Analysis Applied Ethics Child Psychology Community-Based Learning Counselor Education Curriculum and Instruction Developmental Psychology Development Studies Disability Studies Early Childhood Education Educational Leadership Educational Methods Educational Psychology Elementary Education and Teaching Experimental Analysis of Behavior Health Psychology Leadership Studies Multicultural Psychology Other American Studies Other Education Other Languages, Societies, and Cultures Other Psychology School Psychology Social Psychology Social Psychology and Interaction Special Education Administration Special Education and Teaching Theory and Philosophy Urban Education

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