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|a LC1200.K63 2004_KochUrdegarFrances |2 BU-Local |
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|a LC1200.K63 2004 |
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|a Koch-Urdegar, Frances J.. |
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|a An evaluative study of inclusionary practices in high-poverty elementary schools and their effect on student achievement |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2004. |
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|a vi, 202 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2004. |
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|a Includes bibliographical references (leaves 148-156). |
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|a Copyright Frances J. Koch-Urdegar. 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. |
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|a In 1997, the reauthorization of the Individuals with Disabilities Education Act of 1990 (IDEA) mandated that all students with disabilities were to participate in statewide assessments (Inclusive Education Resource, 2003). Owing to this, there has been a recent increase in the number of schools that have opted for full-time inclusive classrooms over traditional resource programs. This concurrent mixed-model study investigated the extent to which inclusionary practices impacted the learning environment and academic achievement of inclusive students in high-poverty elementary schools. A total of 248 students in inclusionary classrooms in grades 3 through 5 were observed receiving instruction from eight co-teaching pairs of teachers. Sixteen co-teachers were interviewed. The achievement of inclusionary students was compared to a virtual control group of demographically similar students drawn from non-inclusionary settings. A 2 x 2 ANOVA was used to assess the impact of inclusion on students’ achievement on the reading and mathematics subtests of the Florida Comprehensive Assessment Test, Norm Referenced Test (FCAT-NRT). Interviews and observations revealed that all co-teachers delivered instruction equally throughout the day and that teachers’ beliefs about co-teaching, teaching roles, methodology, and strategies utilized were consistent with their belief systems and represented their philosophical points of view. In fourth grade mathematics, students in the treatment group experienced significantly less growth than the control group. The researcher suggests that this effect was most likely due to school-related implementation issues and therefore not a true effect of inclusion. Unanticipated findings were that an emphasis was placed on reading comprehension strategies delivered solely through FCAT practice materials. In general, no program effects were found. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Inclusive education |x United States |x Social aspects. |
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|a Elementary school teaching |x United States. |
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|a Classroom management |x United States. |
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|a Mainstreaming in education |x United States. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001810/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/18/10/00001/LC1200_K63 2004_KochUrdegarFrancesthm.jpg |
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|a Theses and Dissertations |
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