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A Mixed-Methods Investigation of Het...

Ferry, James Paul.

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

紀錄類型:	書目-電子資源 : 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.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	151 p.
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:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688608
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. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 151 p.

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

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

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.

ISBN: 9781321673425Subjects--Topical Terms:

516693
Special education.

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