A Survey of Teacher Perception and Implementation of Credit Recovery for Students with or At-Risk for Disabilities

Autor/in	DeNelsky, Rebecca L.
Titel	A Survey of Teacher Perception and Implementation of Credit Recovery for Students with or At-Risk for Disabilities
Quelle	(2023), (180 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9082-9
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Repetition; Credits; At Risk Students; Students with Disabilities; Program Implementation; Teaching Experience; Online Courses; Electronic Learning; COVID-19; Pandemics; Student Motivation; Academic Achievement; Academic Accommodations (Disabilities) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Wiederholung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Online course; Online-Kurs; Schulische Motivation; Schulleistung
Abstract	This study examined teachers' perceptions of and experiences with credit recovery (CR), as well as the instructional supports, especially in reading, that teachers use to help their SWDs succeed. The study employed a mixed-methods approach that involved both descriptive statistics and qualitative inquiry. Sixty-one CR teachers from a Midwestern state responded to the "Credit Recovery Instructional Supports Survey" (CRISS), and three of those teachers participated in semi structured follow-up interviews. By completing the CRISS, participants provided descriptive information about characteristics of their schools, of their online CR courses, the purposes and descriptors of CR, the structure and implementation of CR programs, and the instructional support utilized by teachers and embedded within the CR platforms. Results of Chi-square analyses indicated no significant differences between general and special education teachers' perceptions of learning grade-level material and the perceived suitability of CR for students with and without disabilities. Analyses did indicate differences between teacher groups regarding the increase in CR usage during the COVID-19 pandemic. The semistructured interviews resulted in five common themes: student motivation, helping students achieve success, accommodations on learning management systems, teacher-provided accommodations, and reasons for being in CR. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01