Literaturnachweis - Detailanzeige
| Autor/in | Montgomery, Corey Allen |
|---|---|
| Titel | A Multiple Case Study of Successful Inclusion Programs within the Broward County School District |
| Quelle | (2012), (143 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-2678-1687-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Qualitative Research; Inclusion; Mainstreaming; Structured Interviews; Observation; Literature Reviews; Data Analysis; Content Analysis; Documentation; Disabilities; Special Needs Students; Program Effectiveness; Parent Participation; Educational Quality; Barriers; Teacher Attitudes; Faculty Development; Financial Support; Stakeholders; Role; Florida; Florida Comprehensive Assessment Test |
| Abstract | The interpretive nature of this dissertation study was grounded in the field of qualitative research. The purpose of the study was to qualitatively define successful inclusion instruction and/or programming. The units of analysis were three schools at each academic level within the Broward County School District which made Adequate Yearly Progress (AYP) on the 2009-2010 administration of the Florida Comprehensive Assessment Test (FCAT). The qualitative tools that were utilized to elicit answers to the research study were as follows: the structured interview process, the observation process, member checking, a literature review, thick analysis and the careful review and analysis of related data and archives. The pool of respondents, were a broad spectrum of practitioners employed to render academic and/or related services within each school's exceptional student education department. The research findings were as follows: A successful inclusion program embraces proven practices in curriculum and instruction, has active parental involvement and has active participation and buy-in by all stakeholders. A successful inclusion program has the academic rigor to assist each and every student in meeting grade level expectations. The greatest barriers of an effective inclusion program include but is not limited to a lack of teacher buy-in, lack of targeted/effective training and adequate program funding. Practitioners feel that that the role that all stakeholders play should be clearly defined and actively and passionately carried out. Finally, as evidenced by the review of literature, the said findings provided a multifaceted set of best practices for the effective implementation of teaching and learning within the successful inclusion classroom and or/program. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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