Education Commons^™

Leveraging Results-Driven Accountability To Improve Academic And Behavioral Outcomes For Students With Disabilities, Lori R. Anderson

Education Theses and Dissertations

The Office of Special Education Programs’ (OSEP’s) vision for Results-Driven Accountability (RDA) is that OSEP will target its work and investments to best support States in improving results for infants, toddlers, children, and youth with disabilities. State Education Agencies (SEAs) are accountable to OSEP regarding Results Driven Accountability reporting and supporting school districts in the process of improving outcomes for students in special populations. RDA is an accountability system to report data to district and campus leaders related to academic achievement, postsecondary readiness, and disproportionate analysis of students who are Bilingual Emergent/English as a Second Language Learners (BE/ESL), experiencing homelessness, …

A Meta-Analysis Of The Academic Achievement Of Students With Emotional/Behavioral Disorders In Traditional Public Schools In The United States., Dana Page

Electronic Theses and Dissertations

Extensive research has been conducted on students with emotional and behavioral disorders (EBD) and their rates of challenging behavior. Less attention has been given to their academic achievement and outcomes. Recent research examining outcomes for students with EBD has indicated that these students receive lower grades, are less likely to pass classes, and experience higher rates of school dropout than students without disabilities and students with other high incidence disabilities. Given that between 2% and 20% of the school-age population is likely to have EBD (though many may not be identified as such), this is no small problem. Despite the …

The Effect Of Brain Breaks On Student Outcomes Of School-Aged Children In K-12 Classrooms: A Meta-Analysis, Teron H. Schaeffer

Cal Poly Humboldt theses and projects

BACKGROUND: Integrated physical activity in the classroom has been shown to affect K-12 students’ development positively. Students of all abilities benefit from multimodality learning. PURPOSE: This study investigates the relationship between classroom brain breaks and school-aged students' classroom behaviors. METHODS: The Meta-analysis search process consisted of 3 Phases: (1) Screen the titles, (2) Screen the abstracts, and (3) Retrieve the Full Text. Literature searches were conducted in eight electronic academic journal databases: SPORTDiscus, PsycINFO, PsycARTICLES, Cochrane Database, Web of Science/Web of Knowledge, ProQuest, Child Development and Adolescent Studies, and ERIC. Students (N) are enrolled in schools serving students from kindergarten …

Is The Setting Important?: A Systematic Review Of Academic Achievement In A Variety Of Educational Settings, Shannon Jeralds

Educational Specialist Scholarly Papers

Since the inception of Public Law 94-142, which we now know today as the Individuals with Disabilities Act (IDEA), in 1975, the question of how and where to educate students with disabilities has been constantly examined and re-examined. Students with disabilities have gone from being placed in an isolated area of the school (out of sight, out of mind) to being included in regular education classrooms and being expected to perform at the same level as students without disabilities. This has caused educators and researchers to wonder what is the best educational setting for students with disabilities to be educated, …

How Teacher-Student Rapport Impacts Student Academics And Achievement, Ashley D. Mellgren

All Electronic Theses and Dissertations

In the last 50 years of education, student behaviors have become an increasingly important topic. Behaviors are an outward expression of how students feel about themselves, their classroom, or their teachers. Teachers have power in how they can impact students and it all starts with a relationship and rapport. If teachers want students to care about what we are teaching, they must show an interest in them as people first. It is a cycle that promotes stronger interpersonal connections which leads to deeper academic engagement. Teacher-student relationships affect students academically but also as a whole person. Research suggests that when …

Boredom Proneness And Character Strengths Related To Academic Achievement In Adolescence, Bonnie Iannaccone

Ed.D. Dissertations

Abstract

Susceptibility to boredom can interfere with students’ ability to achieve their academic potential, with enduring negative consequences. In the present study, the researcher investigated differences in boredom proneness and character strengths in adolescent high school students and the ability of boredom proneness scores and character strengths to predict academic achievement. Results indicated that 9 of 10 students were moderately or highly prone to boredom. Students’ whose top character strength was humility were more highly prone to boredom than students’ whose top-ranked character strengths were bravery, prudence, or curiosity. From boredom proneness and character strengths data the researcher concluded that …

The Effects Of Self-Monitoring Of Behavior On Academic Achievement, Meredith Keller

Theses and Dissertations

This study examines whether implementing a self-monitoring behavior plan will improve student achievement. Four students from a third grade inclusion classroom were taught to self-monitor their behavior for a period of 10 weeks. Each student was also tested weekly on reading comprehension using a standards-based ten-question assessment. During the 10-week period, the classroom teacher noted the number of prompts given to each of the students. A prompt was documented when the student was demonstrating inappropriate behavior. After the intervention was implemented, each of the four students demonstrated an overall decrease in the number of prompts required. Additionally, all four students …

The Effectiveness Of Student Choice Of Self-Monitoring, Victoria Dougherty

Theses and Dissertations

The purpose of this study was to analyze the effect of choice on self-monitoring systems with students in first and second grade with disabilities. Specifically the study analyzed the effects of self-monitoring and choice on (a) on task behaviors and (b) academic achievement. Moreover, student satisfaction with self-monitoring and choice of self-monitoring were evaluated for social validity. Four students participated in the study, one female and one male first grade student and one female and one male second grade student. Three students were classified Specific Learning Disability and one student was classified Communication Impaired. The design of this research was …

Physical Activity And Academic Achievement In Students With Disabilities, Kirsten M. Olson

All Electronic Theses and Dissertations

This literature review examines studies that investigated and evaluated the relationship between physical activity and academic achievement in students with disabilities. Research was found and reviewed that used school-aged participants, exercise or physically movement interventions, and standardized tests to measure academic achievement. Several brain regions are involved in both cognitive and motor tasks, which has sparked interest in this area of study. The studies reviewed showed that there is a positive relationship between being more physically active and having improved cognitive abilities. Student participants of the studies showed increased scores on standardized academic tests after participating in a physical exercise …

Social Emotional Development's Effect On Academic Achievement Of Children With Special Needs, Adrienne Dunn

EDL Sixth Year Theses

The purpose of this study was to examine how social emotional strategies could be embedded into the academic curriculum for students with special needs. In order to develop a greater understanding on how to most effectively embed the strategies, a variety of stakeholders were called upon to gather information about strategies the could be implemented. The effectiveness of the strategies would be illustrated by the students’ attitudes towards learning after the implementation of embedded strategies and skills. This study focused on gathering information from a faculty at an intermediate school and the implementation of strategies was done in a collaborative …

The Relation Between Observations Of Students With Behavioral Disorders And Academic Success, John Ryan Simon

Theses, Dissertations and Capstones

Students classified as having emotional and behavior disorders are students who struggle with controlling their behavior and emotions. Students with behavior disorders have been integrated into classrooms, but often they are removed from the general education classroom because of inappropriate behaviors. This problem becomes perpetual and causes deficits in many academic subjects for students with EBD. Direct observations (DO) are often used to track behavior performance in the classroom and to determine eligibility. The purpose of this research is to determine if there is a relation between the number of direct observations of high school students with behavior disorders and …

The Relationship Of Disability Status On Attendance, Behavior, And Achievement Indicators For Students Receiving Intensive School-Based Mental Health Counseling, Meghan Morris Deyoe

Legacy Theses & Dissertations (2009 - 2024)

This causal comparative study investigated the relationship of an identified disability (IDEA declared vs. non-declared) on success outcomes for sixth through twelfth grade at-risk students enrolled in a school-based mental health program. Outcome variables included: selected attendance, behavior, and achievement indicators for students who were enrolled in and received intensive school-based counseling.

The Impact Of Inclusion On The Academic Achievement Of High School Special Education Students, Harold Smith Dawkins

Education Dissertations and Projects

This dissertation examined the impact of inclusion on the academic achievement outcome of high school special education students as measured by English 1, biology, and algebra 1 as a function of gender, ethnicity, and years of inclusion. The study also examined the generalizations with confidence that could be made about the use of inclusion methodology in high schools within an urban North Carolina school district as measured by end-of-course test scale scores. Data from three traditional high schools within the Charlotte-Mecklenburg School District were used in this study. High school special education students lagged behind several other subgroups on end-of-course …

Effects Of After School Programs On Elementary School Students' Language Arts And Mathematics Achievement, Jennifer Lynn Presnell

Theses and Dissertations

This study evaluated after school program participation on student academic achievement as a way of helping schools meet Adequate Yearly Progress (AYP) standards set by the No Child Left Behind Act. After school programs were divided into academic after school programs and traditional after school programs. Student achievement was measured through Criterion Referenced Tests in Language Arts and Mathematics. This study took place in a small urban school district located in the Intermountain West. Students in after school programs were matched with students not participating in the programs on several background characteristics including socioeconomic status, English language proficiency status, school …

A Motivational Strategy That Accommodates Middle School Special Education Students: Achieving Academic Success, Susan J. Koempel

All Graduate Projects

The project provides middle school teachers with a handbook for clarifying academic targets in the general education U. S. history classroom. This strategy clearly defines, in a pictorial manner, the interconnectedness that exists between report cards, progress reports, and quarterly curriculum assignments. The intervention of this organizational strategy will assist students in decisions, regarding the timely completion and turn in of assignments, by creating an overall awareness of the progress of time and assignment due dates during the quarter. Originally, the production of the intervention was done by the special education staff so that there would be minimal time energy …