國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Mixed-Methods Investigation of Heterogeneously Grouped Inclusion Students at Southeast High School./
Author:	Ferry, James Paul.
Description:	1 online resource (151 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Special education. -
Online resource:	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.
LDR:03027ntm a2200337Ki 4500 001 917280
005 20181009045510.5
006 m o u
007 cr mn||||a|a||
008 190606s2015 xx obm 000 0 eng d
020 $a 9781321673425
035 $a (MiAaPQ)AAI3688608
035 $a (MiAaPQ)waldenu:15927
035 $a AAI3688608
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ferry, James Paul. $3 1191283
245 1 2 $a A Mixed-Methods Investigation of Heterogeneously Grouped Inclusion Students at Southeast High School.
264 0 $c 2015
300 $a 1 online resource (151 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Educational tests & measurements. $3 1180442
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0288
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
773 0 $t Dissertation Abstracts International $g 76-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688608 $z click for full text (PQDT)