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How Participation in a Learning Diff...

Stunder, Stephen J.

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How Participation in a Learning Difference Program in an Independent School Affects Students' Academic and Emotional Progress and Definition of Success.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How Participation in a Learning Difference Program in an Independent School Affects Students' Academic and Emotional Progress and Definition of Success./
作者:	Stunder, Stephen J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	119 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.
Contained By:	Dissertation Abstracts International80-02A(E).
標題:	Education policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10973041
ISBN:	9780438515116

How Participation in a Learning Difference Program in an Independent School Affects Students' Academic and Emotional Progress and Definition of Success.
Stunder, Stephen J.

How Participation in a Learning Difference Program in an Independent School Affects Students' Academic and Emotional Progress and Definition of Success. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 119 p.

Source: Dissertation Abstracts International, Volume: 80-02(E), Section: A.

Thesis (Ed.D.)--Drexel University, 2018.

This study examined the functionality of learning difference programs in secondary independent schools, as well as ways to improve this programming for students with learning differences, and help these students define success. This study was designed to explore if programming for students with learning differences needs to exist in all secondary independent schools, and if so, how a program can be designed through the review of an existing program. Through individual interviews with students, the researcher determined whether or not learning in a supported environment is beneficial or harmful to a student's perception of their own success, as well as exploring the phenomena of the students' experiences.

ISBN: 9780438515116Subjects--Topical Terms:

2191387
Education policy.

How Participation in a Learning Difference Program in an Independent School Affects Students' Academic and Emotional Progress and Definition of Success.
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520 $a This study examined the functionality of learning difference programs in secondary independent schools, as well as ways to improve this programming for students with learning differences, and help these students define success. This study was designed to explore if programming for students with learning differences needs to exist in all secondary independent schools, and if so, how a program can be designed through the review of an existing program. Through individual interviews with students, the researcher determined whether or not learning in a supported environment is beneficial or harmful to a student's perception of their own success, as well as exploring the phenomena of the students' experiences.
520 $a The researcher developed an understanding if academic data changes over time, and if students feel as though their program is helpful to them. Through an examination of student development, program development, and teacher development, the researcher determined what effect supporting students with learning differences has on their understanding of success. This phenomenological study looks to serve as a blueprint for future program development for secondary independent schools.
520 $a This phenomenological study explored the results of individual interviews, providing a voice to student's experiences in order to address whether participating in a learning difference program is a positive or negative experience for a student. These findings can assist future studies, and build the possibility of evaluation of other learning difference programs in secondary independent schools.
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