Perspectives Of Overage Graduates: Issues That Affected Their Schooling, Dione R. Thomas Webber

UNF Graduate Theses and Dissertations

The purpose of this qualitative study is to examine the perspectives of overage graduates who completed years of schooling as an overage student. The following research question guided this inquiry: From the perspective of graduates who were two-or-three years overage for grade, what social, emotional, academic or other issues affected their schooling? Sequential qualitative interviewing of four participants that completed school overage for grade provided data for this study. The data was analyzed with the use of the constant comparative method and synthesized into emergent themes.

The participants reported their perceptions in the context of four specific areas: Interactions with …

Defining Accountability And Best Practices In Private Schools Which Receive State Funds For Students With Intellectual And Developmental Disabilities, Debra L. Rains

UNF Graduate Theses and Dissertations

Abstract

Accusations pertaining to insufficient accountability for private schools that provide alternative educational options for special education students have led to opposition to those same schools. The opposition results in part from the schools’ acceptance of state funded vouchers and scholarships. In Florida, state vouchers provide funds which support alternative educational placement for students from lower socio-economic status and/or who have identified disabilities. Because they are not subject to state or federal government jurisdiction, private schools have the right to set their own policies and procedures to determine appropriateness of curriculum, assessment, accountability, personnel training and development, funding, and governance …

Leading Effective Inclusive Schools: How Principals Make The Difference, Megan Robinson Mcmillan

UNF Graduate Theses and Dissertations

In effective inclusive schools, school principals are the difference-makers. Principals of these schools possess a commitment to leading schools adept at delivering high academic achievement outcomes and providing an inclusive education for students with disabilities. This leadership is predicated upon their inclusive consciousness, or a dogged determination to provide ethical and meaningful educational experiences to all students, but especially those with disabilities. The purpose of this study was to understand how four elementary-level public school principals acquired, developed, and demonstrated an inclusive consciousness that guided their leadership of effective inclusive schools. Data were collected using a basic qualitative methodology and …