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A Mixed-Methods Investigation of Heterogeneously Grouped Inclusion Students at Southeast High School.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Mixed-Methods Investigation of Heterogeneously Grouped Inclusion Students at Southeast High School./
作者:	Ferry, James Paul.
面頁冊數:	1 online resource (151 pages)
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9781321673425

A Mixed-Methods Investigation of Heterogeneously Grouped Inclusion Students at Southeast High School.
Ferry, James Paul.

A Mixed-Methods Investigation of Heterogeneously Grouped Inclusion Students at Southeast High School. - 1 online resource (151 pages)

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2015.

Includes bibliographical references

Inclusion education led to academically-homogeneous grouping of students at southeast high school. Administratively, the decision was made to increase rigor, inclusion students would be grouped heterogeneously in senior economics classes. Guided by Dewey's pragmatic theory, the purpose of this sequential, explanatory, mixed method study was to investigate whether a significant difference exists in the course passing rates, end-of-course test (EOCT) scores, and graduation rates between inclusion students in heterogeneous classes and those in homogeneous classes and how participants perceived the grouping. Archival data (N = 42) on student instructional grouping, passing rates, EOCT scores, and graduation rates were analyzed using 3 t tests. Data were also collected via interviews with 13 participants, including current and former teachers and several former students to determine the perceptions of those involved with the change. Findings from the quantitative analysis showed a significant difference in EOCT scores, demonstrating an improvement for the heterogeneous inclusion students, but not on course passing or graduation rates. The qualitative data were open coded and thematically analyzed and 6 themes emerged on how the heterogeneously-grouped classes benefitted inclusion students. Based on these findings, a 3 day professional development program for teachers was developed to assist local faculty in the construction of project-based and differentiated learning environments. This study contributes to social change by affecting the academic placement and academic success of inclusion students. Inclusion students' increased test scores could lead to increased passing rates, which could result in increased graduation rates.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321673425Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

A Mixed-Methods Investigation of Heterogeneously Grouped Inclusion Students at Southeast High School.
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500 $a Advisers: Linda Sorhaindo; Mary Lou Morton.
502 $a Thesis (Ed.D.)--Walden University, 2015.
504 $a Includes bibliographical references
520 $a Inclusion education led to academically-homogeneous grouping of students at southeast high school. Administratively, the decision was made to increase rigor, inclusion students would be grouped heterogeneously in senior economics classes. Guided by Dewey's pragmatic theory, the purpose of this sequential, explanatory, mixed method study was to investigate whether a significant difference exists in the course passing rates, end-of-course test (EOCT) scores, and graduation rates between inclusion students in heterogeneous classes and those in homogeneous classes and how participants perceived the grouping. Archival data (N = 42) on student instructional grouping, passing rates, EOCT scores, and graduation rates were analyzed using 3 t tests. Data were also collected via interviews with 13 participants, including current and former teachers and several former students to determine the perceptions of those involved with the change. Findings from the quantitative analysis showed a significant difference in EOCT scores, demonstrating an improvement for the heterogeneous inclusion students, but not on course passing or graduation rates. The qualitative data were open coded and thematically analyzed and 6 themes emerged on how the heterogeneously-grouped classes benefitted inclusion students. Based on these findings, a 3 day professional development program for teachers was developed to assist local faculty in the construction of project-based and differentiated learning environments. This study contributes to social change by affecting the academic placement and academic success of inclusion students. Inclusion students' increased test scores could lead to increased passing rates, which could result in increased graduation rates.
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