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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- This study examined the relationship between the academic performance of students with emotional/behavioral disorders and type of educational setting. Archival data was collected from a school district in the southeastern region of the United States on 231students with a primary designation of Emotional Behavioral Disorder (EBD). The students ranged in age from 7 to 18 (mean 14.3, SD 2.21) and were placed in self-contained, resource, and general education classrooms. It was hypothesized that student’s with EBD who were educated in self-contained classrooms would have better academic performance than those who are placed in general education. The study took into account confounding variables such as the number of absences, amount of time spent in Exceptional Student Education classes, length of time under EBD designation, and gender. A one-way ANOVA was used to compare the academic achievement scores between the groups and a significant difference was found in the FCAT scores between the general education group and the self-contained group with the general education group scoring higher in reading and math. Limitations and suggestions for future research are discussed.
- Thesis:
- Thesis (S.S.P.)--Barry University, 2010.
- Bibliography:
- Includes bibliographical references (leaves 27-31).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Kurt A. Payne. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LC4065.P38 2010_PayneKurt ( BU-Local )
- Classification:
- LC4065.P38 2010 ( lcc )
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