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FINDING THE DOMINANT CHARACTERISTICS THAT CONTRIBUTE TO EFFECTIVELY IMPLEMENTING BEST PRACTICES IN PRIMARY INCLUSION CLASSROOMS USING THE INCLUSIVE CLASSROOM PROFILE (ICP)
Title
FINDING THE DOMINANT CHARACTERISTICS THAT CONTRIBUTE TO EFFECTIVELY IMPLEMENTING BEST PRACTICES IN PRIMARY INCLUSION CLASSROOMS USING THE INCLUSIVE CLASSROOM PROFILE (ICP).
Creator
Romero, Marilyn, Reyes-Macpherson, Maria, University of Central Florida
Abstract / Description
In 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six...
Show moreIn 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six inclusive classrooms (three partial and three full) from a large metropolitan school district in Florida. The classrooms' best practices were assessed using the Inclusive Classroom Profile (ICP). The ICP is a 7-point rating scale conducted through an observation procedure that is designed to assess the quality of daily classroom practices of children with disabilities (Soukakou, 2007). Teacher characteristics, student characteristics, and classroom characteristics were gathered from all classrooms and analyzed through correlation tests with the ICP scores. Although statistical results did not demonstrate statistically significant data in regards to the strength of relationships between these characteristics and ICP scores, the direction of the relationship on the following characteristics: related experience, severity of disabilities, and level of support, revealed a possible impact on ICP scores.
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Date Issued
2012
Identifier
CFH0004181, ucf:44848
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004181
An Examination of the Impact of Student Characteristics and Teacher Experience and Preparation Program Attended on Student Achievement in a Small School District
Title
An Examination of the Impact of Student Characteristics and Teacher Experience and Preparation Program Attended on Student Achievement in a Small School District.
Creator
Oneal, Michael, Hines, Rebecca, Hahs-Vaughn, Debbie, Cross, Lee, Reyes-Macpherson, Maria, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
Demonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added...
Show moreDemonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added modeling to obtain estimates of teacher effects. Only recently have researchers tapped into this expanding volume of data in an attempt to examine Teacher Preparation Programs as variables of student achievement. This study uses methodologies developed in the early stages of the Value-Added Teacher Preparation Program Assessment Model developed in Louisiana in 2006 as a guide. Using the HLM 7.0 software package, a statistical model was developed to determine if it were feasible to conduct an analysis using data from a single small school district and whether the results of such an analysis showed an impact of student characteristics and teacher experience and preparation program on student outcomes in mathematics.
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Date Issued
2013
Identifier
CFE0004904, ucf:49678
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004904