For purposes of this study, I developed an OTL measurement tool called the Instructional Learning Opportunities Guidance System (MyiLOGS) to quantify the extent to which students with disabilities have the opportunity to learn the intended curriculum as measured by instructional indicators of the enacted curriculum. The methodology underlying MyiLOGS was an extension of the teacher logging approach via an online technology that provided teachers a self-report structure for logging key OTL indices concurrent with their daily instruction. Thirty-eight teachers across three states provided OTL data for 46 Mathematics and English/Language Arts classes and 89 students with disabilities nested within these eight-grade classes. Major findings of this study indicated that (a) students opportunity to learn the intended curriculum is highly variable even within the same state and subject; (b) opportunity to learn the intended curriculum for students with disabilities presents itself as differentiated opportunity structure that differs from the overall class; and (c) initial evidence for the predictive validity of several class-based OTL indices as measured by MyiLOGS has been substantiated.
Specifically, the data indicated that teachers spent about two-thirds of their allocated class time on teaching academic standards, about a fourth on custom skills/activities, and about one twentieth on non-instructional activities. In addition, teachers covered approximately two-thirds of the academic standards based on an average of about 151 school days. With respect to a differentiated opportunity structure in general education classrooms, students with disabilities experienced less instructional time on standards, more non-instructional time, and less content coverage than their classmates. Lastly, several class- and student-based OTL indices were related to student achievement.
A major implication lies in the development of MyiLOGS, which was used successfully to collect data on a range of OTL indices related to time, content, and quality. Evidence to support its feasibility, usability, and promise of MyiLOGS was provided. As such, large-scale research on OTL including normative studies as well as subgroup-specific investigations can now be launched.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-12082011-122919 |
| Date | 15 December 2011 |
| Creators | Kurz, Alexander |
| Contributors | Matthew G. Springer, Ted S. Hasselbring, Donald L. Compton, Stephen N. Elliott, Daniel J. Reschly |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-12082011-122919/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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