東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A Multilevel Model of Poverty, Commu...

Barnes, Randal.

FindBook

Google Book

Amazon

博客來

A Multilevel Model of Poverty, Community Factors, and Learning for Students with Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Multilevel Model of Poverty, Community Factors, and Learning for Students with Disabilities./
作者:	Barnes, Randal.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	123 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
Contained By:	Dissertations Abstracts International80-03A.
標題:	Education Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10825064
ISBN:	9780438322462

A Multilevel Model of Poverty, Community Factors, and Learning for Students with Disabilities.
Barnes, Randal.

A Multilevel Model of Poverty, Community Factors, and Learning for Students with Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 123 p.

Source: Dissertations Abstracts International, Volume: 80-03, Section: A.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2018.

This item must not be sold to any third party vendors.

Students with disabilities face challenges to academic success that can be exacerbated by the effects of poverty. In this study, Hierarchical Linear Modeling (HLM) was used to analyze the effects of socio-economic status, social capital, and threats to safety on literacy test scores for students with disabilities. Results of the analysis indicate that discipline rate had a significant effect on mean district scores on statewide standardized tests, but not on the impact of socio-economic status on test scores. Conversely, the percent of college graduates in a school district did not have a significant effect on district scores, but moderated the relationship between socio-economic status and test scores. The gap between lower and higher socio-economic groupings of students grew higher as the percent of college graduates in a district increased. Results of this analysis have implications for educational policy for students with disabilities who live in poverty.

ISBN: 9780438322462Subjects--Topical Terms:

2186666
Education Policy.

A Multilevel Model of Poverty, Community Factors, and Learning for Students with Disabilities.
LDR:02091nmm a2200337 4500 001 2209849
005 20191104074100.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438322462
035 $a (MiAaPQ)AAI10825064
035 $a (MiAaPQ)umsl:10672
035 $a AAI10825064
040 $a MiAaPQ $c MiAaPQ
100 1 $a Barnes, Randal. $3 3436967
245 1 0 $a A Multilevel Model of Poverty, Community Factors, and Learning for Students with Disabilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 123 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Hoagland, Carl.
502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Students with disabilities face challenges to academic success that can be exacerbated by the effects of poverty. In this study, Hierarchical Linear Modeling (HLM) was used to analyze the effects of socio-economic status, social capital, and threats to safety on literacy test scores for students with disabilities. Results of the analysis indicate that discipline rate had a significant effect on mean district scores on statewide standardized tests, but not on the impact of socio-economic status on test scores. Conversely, the percent of college graduates in a school district did not have a significant effect on district scores, but moderated the relationship between socio-economic status and test scores. The gap between lower and higher socio-economic groupings of students grew higher as the percent of college graduates in a district increased. Results of this analysis have implications for educational policy for students with disabilities who live in poverty.
590 $a School code: 0481.
650 4 $a Education Policy. $3 2186666
650 4 $a Education. $3 516579
650 4 $a Special education. $3 516693
690 $a 0458
690 $a 0515
690 $a 0529
710 2 $a University of Missouri - Saint Louis. $b College of Education. $3 1674340
773 0 $t Dissertations Abstracts International $g 80-03A.
790 $a 0481
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10825064