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

Impact of inclusion supports for stu...

Northcentral University.

FindBook

Google Book

Amazon

博客來

Impact of inclusion supports for students with disabilities on state accountability measures within California school districts.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Impact of inclusion supports for students with disabilities on state accountability measures within California school districts./
作者:	Giometti-May, Camille.
面頁冊數:	108 p.
附註:	Adviser: Robert Haussmann.
Contained By:	Dissertation Abstracts International70-01B.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3346719
ISBN:	9781109012408

Impact of inclusion supports for students with disabilities on state accountability measures within California school districts.
Giometti-May, Camille.

Impact of inclusion supports for students with disabilities on state accountability measures within California school districts. - 108 p.

Adviser: Robert Haussmann.

Thesis (Ph.D.)--Northcentral University, 2009.

Today's school districts face challenges posed by regulations, mandates, and students with varying learning abilities. With regard to State and Federal accountability, the statutes do not differentiate the general education student from the students with learning disabilities; they merely define testing accommodations. Every student must have access to the core curriculum to gain educational progress as related for state accountability. Inclusion with supports in the general education classroom provides the means whereby students with disabilities have access to the core curriculum. This was a correlational study which included two dependent variables, the California Standards Test English-Language Arts and Mathematics, which are statewide accountability measures. The findings were based on the data of 278 school sites collected over three years. The CST is a standardized achievement test that has been aligned with the instructional content standards. The results for each elementary school site included in this study were retrieved from the posted results from the public domain Web site maintained by the California Department of Education. CST scores were sampled for the academic years 2003-04, 2004-05, and 2005-06. Students with disabilities who were included in general education had a "time in" mean of 72.42% (SD=16.93). The findings indicated a significant correlation between the time students with disabilities spent in general education classes and their English-Language Arts CST scores (r = .376, p < .01). A significant correlation was also found between the amount of time students with disabilities spent in general education classes and their Mathematics CST score (r = .386, p < .01).

ISBN: 9781109012408Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Impact of inclusion supports for students with disabilities on state accountability measures within California school districts.
LDR:02703nam 2200301 a 45 001 857089
005 20100709
008 100709s2009 ||||||||||||||||| ||eng d
020 $a 9781109012408
035 $a (UMI)AAI3346719
035 $a AAI3346719
040 $a UMI $c UMI
100 1 $a Giometti-May, Camille. $3 1024012
245 1 0 $a Impact of inclusion supports for students with disabilities on state accountability measures within California school districts.
300 $a 108 p.
500 $a Adviser: Robert Haussmann.
500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: B, page: 0733.
502 $a Thesis (Ph.D.)--Northcentral University, 2009.
520 $a Today's school districts face challenges posed by regulations, mandates, and students with varying learning abilities. With regard to State and Federal accountability, the statutes do not differentiate the general education student from the students with learning disabilities; they merely define testing accommodations. Every student must have access to the core curriculum to gain educational progress as related for state accountability. Inclusion with supports in the general education classroom provides the means whereby students with disabilities have access to the core curriculum. This was a correlational study which included two dependent variables, the California Standards Test English-Language Arts and Mathematics, which are statewide accountability measures. The findings were based on the data of 278 school sites collected over three years. The CST is a standardized achievement test that has been aligned with the instructional content standards. The results for each elementary school site included in this study were retrieved from the posted results from the public domain Web site maintained by the California Department of Education. CST scores were sampled for the academic years 2003-04, 2004-05, and 2005-06. Students with disabilities who were included in general education had a "time in" mean of 72.42% (SD=16.93). The findings indicated a significant correlation between the time students with disabilities spent in general education classes and their English-Language Arts CST scores (r = .376, p < .01). A significant correlation was also found between the amount of time students with disabilities spent in general education classes and their Mathematics CST score (r = .386, p < .01).
590 $a School code: 1443.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Special. $3 606639
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0288
690 $a 0525
690 $a 0529
690 $a 0632
710 2 $a Northcentral University. $3 1018547
773 0 $t Dissertation Abstracts International $g 70-01B.
790 $a 1443
790 1 0 $a Haussmann, Robert, $e advisor
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3346719