A Comparison of Factors that Influence the Quality of PEPs in Title I Schools

Autor/in	Williams, Connie Jean
Titel	A Comparison of Factors that Influence the Quality of PEPs in Title I Schools
Quelle	(2009), (141 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Charlotte
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-4801-3
Schlagwörter	Hochschulschrift; Dissertation; Individualized Instruction; Individualized Education Programs; Educational Quality; Teacher Attitudes; Predictor Variables; Grade 5; Grade 4; Grade 3; Causal Models; Comparative Analysis; Teacher Surveys; Elementary Education; Educationally Disadvantaged; Disadvantaged Schools; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Individualisierender Unterricht; Individualized education program; Individualisierendes Lernen; Quality of education; Bildungsqualität; Lehrerverhalten; Prädiktor; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; Kausalanalyse; Elementarunterricht; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The purpose of this study was to investigate the relationship between school-based organizational structures that support teachers' development of Personalized Education Plans (PEPs) and their quality as written for third through fifth grade students in each of two Title I schools. A causal comparative design was implemented. Teachers' responses on a survey and the quality of PEPs gathered in each of the two schools were compared to address the following research questions: (a) What are the differences in teachers' perceptions of school-based factors that support their PEP development when comparing teachers in the two Title I schools? (b) What differences in the quality of PEPs exist when comparing PEP samples collected at each of the Title I schools? (c) Are teachers' perceptions regarding the level of support they receive toward developing PEPs a predictor of the quality of PEPs written? [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