A First Year Evaluation of the Cajon Valley Union School District Shadow Class Pilot Program

Autor/in	McCarthy, Brian P.
Titel	A First Year Evaluation of the Cajon Valley Union School District Shadow Class Pilot Program
Quelle	(2010), (96 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Alliant International University, San Diego
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-3369-3
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Core Curriculum; Intervention; Program Evaluation; Federal Legislation; Pilot Projects; Learning Disabilities; Accessibility (for Disabled); Program Effectiveness; Supplementary Education; Individualized Instruction; Teacher Surveys; Academic Records; Teacher Attitudes; School Districts; Inclusion + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kerncurriculum; Programme evaluation; Programmevaluation; Bundesrecht; Pilot project; Modellversuch; Pilotprojekt; Learning handicap; Lernbehinderung; Accessibility; Zugänglichkeit; Ergänzungsunterricht; Individualisierender Unterricht; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Lehrerverhalten; School district; Schulbezirk; Inklusion
Abstract	How best to provide special education services to middle school students with learning disabilities (LD) has long been a contentious topic of debate among educators, researchers, politicians, and parents. With the passage of the No Child Left Behind Act (NCLBA, 2001) and the reauthorization of the Individuals With Disabilities Education Act (IDEA, 2004), however, the federal government has made it clear that the time for debate must now yield to action that employs proven, research-based instructional practices that result in positive outcomes for all students. As part of the process to meet federal expectations, the Cajon Valley Union School District (CVUSD) has recently developed and implemented a pilot program that employs shadow classes as a strategic intervention for middle school students with LD. Shadow classes are a State of California recommended approach whereby special educators, in collaboration with the general education teachers of core English/language arts and math classes, provide daily supplemental and differentiated instruction that supports the core curriculum. This proposed doctoral project is a first year evaluation of the CVUSD's Shadow Class Pilot Program (SCPP). The methods for this evaluation will include a quantitative analysis of the student participants' archival academic data, as well as a survey assessing general and special education teachers' perceptions of the program. Results from this program evaluation will provide important baseline and initial experimental data regarding the effectiveness of the CVUSD SCPP as a strategic intervention for middle school students with LD. Further, teacher perceptions may provide valuable insights about the pilot program's strengths and weaknesses, as well as suggestions for how best to improve its future implementation at other CVUSD middle schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10