Educational Assessment, Evaluation, and Research Commons^™

Autism Spectrum Disorders: Available Public Education Programming And The Influence Of Professional Perceptions, Heather Wilmot

All Theses And Dissertations

A mixed-methods research study was conducted in a small, rural western Maine school department. The intent of this research was to reveal what kind of programming is available to students with autism spectrum disorders (ASD) and how the availability of programming is influenced by the perceptions of educators and leaders in a public school department. In addition, the research addressed how the background and professional development of the employees impacted the availability of programming for students with ASD. Forced survey questions included quality indicators for programming for students with ASD and pre-selected follow-up focus groups questions were used.

Data analysis …

The Role Of Student Voice And Choice In Learner-Centered Competency Reform, Danielle Donnini

All Theses And Dissertations

Progressive reforms, pervasive throughout American education, are once again beginning to reshape the established traditional system to provide our students with an educational experience and learning opportunities that will better prepare them with twenty-first century skills. These reforms, rooted in constructivism and social learning, are characterized by an updated progressive vision of competency education that places students in the center of their education. Giving students authentic voice and choice has potential to engage these most important stakeholders in educational reform. This qualitative case study set in eleven upper elementary classrooms in one school, explores the opportunities for voice and choice …

Students’ Perceptions About High School Preparation For Mathematics In Post-Secondary Programs: A Case Study Of One High School, Wendy Pratt

All Theses And Dissertations

This qualitative case study examined how fifteen former high school students from a small, rural high school in central Vermont perceived their preparedness for college level mathematics and identified recommendations for improvement. Student interviews and math assessment data for each participant were analyzed to respond to the research question. The interview protocol consisted of one-on-one semi-structured phone interviews that were recorded for transcription. Thirteen open-ended questions were developed to answer the research question and sub-questions grounded in the research literature and specific concerns identified by the math teachers defined in the case study. The conceptual framework for this research study …