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Comparing credit recovery among special education and general education high school students participating in the E2020 program.

机译：比较参加E2020计划的特殊教育和通识教育高中学生的信用回收。

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摘要

The objective of this study was to determine the differences that existed in the accumulation of credits by general and special education students who participated in the E2020 program. A secondary objective of this study was to determine teacher-facilitators' perceptions of the implementation of the program and possible areas for improvement. The design of the study was causal-comparative. The researcher made comparisons between the number of credits earned by members of two pre-established groups, general and special education students. The researcher used cross-sectional survey research to investigate teacher-facilitator perceptions of the E2020 program. The researcher collected data from the administrative tools in the E2020 program and the Web-based grade-book program for the 2009--2010 school year and the fall semester of the 2010--2011 school year to determine the number of credits eligible students earned in all three semesters. The researcher made comparisons between the number of credits earned by special education students in the general education, Back on Track (BOT), and small group settings. Surveys were distributed to teacher-facilitators, and data were collected at the end of the 2010--2011 fall semester. Once participants returned the surveys, the researcher tabulated responses and reported percentages for each item. For free-response items, the researcher coded answers to determine the percentage of responses. No significant difference was found in the number of credits earned among general and special education students taking math E2020 courses. However, a significant difference was found in the number of credits earned among special education students when compared to general education students taking non-math E2020 courses. Special education students earned more credits than general education students when enrolled in non-math courses. Special education students earned more credits when placed in a small group special education setting/BOT setting to work on a course. They exhibited a significant difference in the number of credits earned when compared to special education students in all other settings. Teacher-facilitator's perceptions were predominantly positive about the E2020 program's implementation. Although they had an overall positive view of the program, teachers would like more training and offered several suggestions for improvement of the implementation of the E2020 program.
机译：这项研究的目的是确定参加E2020计划的普通和特殊教育学生在学分累积中存在的差异。这项研究的第二个目标是确定教师对计划实施的理解以及可能需要改进的领域。研究的设计是因果比较的。研究人员比较了两个预先建立的团体（普通和特殊教育学生）所获得的学分数量。研究人员使用横断面调查研究来调查教师对E2020计划的理解。研究人员从E2020计划和基于Web的成绩簿计划中的管理工具收集了2009--2010学年以及2010--2011学年秋季学期的数据，以确定获得合格学分的学生的数量在所有三个学期中。研究人员对通识教育，特殊教育（BOT）和小组设置中特殊教育学生所获得的学分数量进行了比较。调查已分发给教师辅导员，并在2010--2011年秋季学期末收集了数据。一旦参与者返回调查问卷，研究人员就将每个项目的答复制成表格并报告百分比。对于免费答复项目，研究人员对答案进行编码，以确定答复的百分比。在参加数学E2020课程的普通和特殊教育学生中，获得的学分数量没有显着差异。但是，与修读非数学E2020课程的通识教育学生相比，特殊教育学生所获得的学分数量存在显着差异。参加非数学课程的特殊教育学生比普通教育学生获得更多的学分。特殊教育学生被置于一小组特殊教育设置/ BOT环境中进行课程学习时，可获得更多的学分。与所有其他情况下的特殊教育学生相比，他们的学分数量表现出显着差异。老师对E2020计划的实施持积极态度。尽管他们对该计划有总体正面的看法，但教师们希望获得更多培训，并提出一些建议以改善E2020计划的实施。

著录项

  • 作者

    Harrell, Jennifer D.;

  • 作者单位

    University of West Georgia.;

  • 授予单位 University of West Georgia.;
  • 学科 Education Special.;Education Technology of.;Education Secondary.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 137 p.
  • 总页数 137
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然地理学;
  • 关键词

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