The Relationship between Quality of the Present Level of Academic Achievement and Functional Performance Statement and Student Learning

Autor/inn/en	Burns, Matthew K.; Lembke, Erica S.; Duesenberg-Marshall, McKinzie D.; Hopkins, Stephanie; Hirt, Stacy; Romero, Monica E.; Thomas, Elizabeth; Steinbauer, Jo Ann; Del Gaiso, Amber; Crooks, Scott
Titel	The Relationship between Quality of the Present Level of Academic Achievement and Functional Performance Statement and Student Learning
Quelle	In: Journal of Research in Special Educational Needs, 23 (2023) 4, S.365-374 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Matthew K.) ORCID (Duesenberg-Marshall, McKinzie D.) ORCID (Thomas, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/1471-3802.12606
Schlagwörter	Academic Achievement; Educational Assessment; Individualized Education Programs; Educational Quality; Predictor Variables; Scores + Suchen Sie Ihr Suchwort? Schulleistung; Education; assessment; Bewertungssystem; Individualized education program; Individualisierendes Lernen; Quality of education; Bildungsqualität; Prädiktor
Abstract	The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r[superscript 2] = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r[superscript 2] = 0.05) and math (r[superscript 2] = 0.07). Implications for research and practice are included. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01