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Author: Erika R. Simpson Publisher: ISBN: Category : Reading (Middle school) Languages : en Pages : 0
Book Description
The purpose of this quantitative, correlational study was to examine if the English instructional setting and special education disability predict the reading achievement of middle school students with disabilities. The findings of this study are useful in determining the effectiveness of inclusion in the English general education classroom for students with specific learning disability (SLD), attention-deficit hyperactivity disorder (ADHD), and speech and language impairment (SLI). The 116 participants of this study are middle school students enrolled in a public middle school in Georgia. All participants received special education services through the implementation of an Individual Education Plan (IEP). Archival data was used for data collection. A multiple regression analysis was used to analyze the relationships among two predictor variables and one criterion variable. The predictor variables were special education eligibility category and English instructional setting. The criterion variable was reading achievement measured by the Spring 2020 Measures of Academic Progress reading scores. The results of the study determined eligibility category and English instructional setting were not statistically significant predictors of MAP reading scores for SWDs. However, special education category was statistically significant in predicting reading RIT scores. Future research should expand the research to include general education students and SWDs who receive English instruction in the special education classroom.
Author: Erika R. Simpson Publisher: ISBN: Category : Reading (Middle school) Languages : en Pages : 0
Book Description
The purpose of this quantitative, correlational study was to examine if the English instructional setting and special education disability predict the reading achievement of middle school students with disabilities. The findings of this study are useful in determining the effectiveness of inclusion in the English general education classroom for students with specific learning disability (SLD), attention-deficit hyperactivity disorder (ADHD), and speech and language impairment (SLI). The 116 participants of this study are middle school students enrolled in a public middle school in Georgia. All participants received special education services through the implementation of an Individual Education Plan (IEP). Archival data was used for data collection. A multiple regression analysis was used to analyze the relationships among two predictor variables and one criterion variable. The predictor variables were special education eligibility category and English instructional setting. The criterion variable was reading achievement measured by the Spring 2020 Measures of Academic Progress reading scores. The results of the study determined eligibility category and English instructional setting were not statistically significant predictors of MAP reading scores for SWDs. However, special education category was statistically significant in predicting reading RIT scores. Future research should expand the research to include general education students and SWDs who receive English instruction in the special education classroom.
Author: Helen Y. Wang Publisher: ISBN: Category : Languages : en Pages : 42
Book Description
The Office of Shared Accountability (OSA) in Montgomery County Public Schools (MCPS) conducted a linking study to examine the relationship of the Measures of Academic Progress (MAP) assessment with the Common Core Consortia Partnership for Assessment of Readiness for College and Careers (PARCC) assessment in the 2014-2015 school year. This is the first study to address how existing assessments administered in MCPS can serve as indicators of college and career readiness as measured by PARCC. The study served two major purposes: (1) to predict college and career readiness on summative PARCC based on fall MAP; and (2) to compare spring MAP and summative PARCC scores. The study results can provide information on how to use MAP data to adjust instruction and to provide additional supports for students at risk of not attaining college and career readiness scores on PARCC. The results can also provide actionable knowledge to stakeholders that will help improve the MCPS accountability system. This study addressed the following research questions for Grades 3-8 in reading and mathematics: (1) How did fall/spring MAP RIT scores correlate to summative PARCC scale scores?; (2) What were thresholds on fall MAP RIT scores that were associated with 65% and 75% probability (likelihood) of meeting the college and career readiness benchmark on PARCC (performance level 4 or higher)? How accurately did fall MAP RIT scores predict college and career readiness on PARCC?; and (3) How did spring MAP RIT scores correspond to PARCC scale scores? Analyses by grade, content area, and student group were conducted when applicable. The results of the study have demonstrated strong predictive and concurrent validity evidence for MAP and the summative PARCC assessments for both reading and mathematics across grade levels, which supports the continuous use of MAP assessments in MCPS for predicting PARCC success. More specifically, the study results can provide information to guide instructional practices and to help improve student academic performance toward meeting the college and career readiness benchmark on PARCC. The following are appended: (1) Graphical Presentation of College and Career Readiness Prediction; (2) Prediction Accuracy for College and Career Readiness; and (3) Concordance Tables for Spring MAP and PARCC.
Author: Diane Lapp Publisher: Routledge ISBN: 1136886559 Category : Education Languages : en Pages : 1134
Book Description
Now in its third edition, the Handbook of Research on Teaching the English Language Arts—sponsored by the International Reading Association and the National Council of Teachers of English—offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders provide historical and theoretical perspectives about teaching the language arts focus on bodies of research that influence decision making within the teaching of the language arts explore the environments for language arts teaching reflect on methods and materials for instruction Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one’s knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter.
Author: Christopher J. Lemons Publisher: Routledge ISBN: 1000555674 Category : Education Languages : en Pages : 388
Book Description
Divided into two volumes, the Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. Volume II addresses research-based practices, offering a deep dive into tiered systems of support and advances in interventions and assessments, as well as socially, emotionally, culturally, and linguistically relevant practices. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.
Author: Kemal Afacan Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
During the last decade, an increasing number of students with intellectual disability (ID) have taken statewide general reading assessments. Also, all states have designed and implemented alternate reading assessments for students with significant ID who could not participate in general assessments. To date, few studies have examined the reading outcomes of students with ID on those assessments and none of these studies have examined whether outcomes from statewide assessments have predictive value for students' later school outcomes. The purpose of this study was to examine the relationship between students with ID's 5th grade reading performance as measured by statewide standardized assessments and their later academic and behavior outcomes, including 8th grade reading, as measured by the statewide standardized assessment, and the following secondary school outcomes: (a) school attendance, (b) credits earned in one semester, (c) office discipline referrals, and (d) suspensions received. This study also aimed to examine whether students' ethnicity/race and the type of school attended in middle and high school had an impact on their academic and behavior outcomes. A longitudinal dataset including a sample of 400 students with ID attending schools in a Midwestern school district was used to answer this study's research questions. Regression tests were run to examine whether (a) 5th grade reading performance, (b) ethnicity/race, and (c) type of middle and high school attended significantly predicted the students' middle and high school outcomes. Regression tests revealed significant and non-significant results. Students with ID's 5th grade reading achievement significantly predicted their 8th grade reading achievement in the alternate assessment. Also, students' 5th grade reading achievement significantly predicted their secondary ODRs and suspensions received. In terms of ethnicity/race, White students with ID had significantly higher secondary attendance days and received significantly less secondary suspensions compared to their non-White counterparts. Finally, students with ID attending innovative schools received significantly higher secondary ODRs compared to their counterparts attending traditional schools. Implications of these results were discussed. Recommendations for future research were provided.
Author: Jeffrey A. Rosen Publisher: RTI Press ISBN: 1934831026 Category : Education Languages : en Pages : 216
Book Description
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Author: Drew Gitomer Publisher: ISBN: 0935302484 Category : Education Languages : en Pages : 1553
Book Description
The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields.
Author: Erika R. Simpson
Author: Erika R. Simpson
Author: Helen Y. Wang
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Author: 
Author: Diane Lapp
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Author: Christopher J. Lemons
Author: Kemal Afacan
Author: Jeffrey A. Rosen
Author: Drew Gitomer