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Special Education Student Experience: A Case Study of a Georgia High School
Get PDFIDEA students graduating at a rate far lower than their peers in the United States (Digest of Education Statistics, 2019). Students with disabilities are currently facing are entering post-secondary life with little or no understanding of their disability or how that disability may impact them in the future. The purpose of this study was to examine a public high school in Northeast Georgia with a lower graduation rate for special education students compared to non-disabled classmates to determine the factors impacting special education student graduation rates. In-depth interviews were used to examine the perceived relationship of the strategies and practices of special education teachers and SDT through the lens of high school graduation. Six veteran special education teachers who taught IDEA students in the general education setting were interviewed to gain an understanding of what policies, practices, and strategies they perceived to impact high school graduation. After interviews were recorded, transcribed, and coded, five major themes emerged which were the IEP, Relationships, Positive Practices, and Challenges. These five themes contained the major findings of the study which were the IEP, student success, choice, relationships, consistency, evaluation, and human resources were all contributing factions to the graduation rate of IDEA students. This study may contribute to the body of research which could help educators along with policy makers better understand how to help students overcome the barriers that are believed to hinder IDEA students from graduating.
Keywords: Special Education, GraduationChapter I: Introduction 1 -- Researcher Personal and Professional Background 1 -- Overview 2 -- Statement of the Problem 3 -- Purpose Statement 4 -- Research Questions 5 -- Significance of the Study 6 -- Conceptual Framework 7 -- Methodology 10 -- Limitations 13 -- Definitions of Terms 14 -- Chapter Summary 14 -- Chapter II: Literature Review 17 -- Statement of the Problem 17 -- Purpose 18 -- Research Questions 18 -- Introduction 19 -- Conceptual Framework 20 -- Public Education 20 -- Special Education 23 -- Legal Precedents 25 -- IDEA 29 -- Individualized Education Plans 30 -- Perceptions of the Individualized Education Plan 33 -- Impact of Teacher Practice on Student Achievement 38 -- Self Determination Theory 39 -- Framework for Student Led IEPs 45 -- Factors That Lead to High School Graduation 49 -- Chapter Summary 51 -- Chapter III: Methodology 52 -- Introduction 52 -- Researcher Design and Rationale 53 -- Setting 55 -- Role of the Researcher 56 -- Methodology 57 -- Participant Selection 57 -- Data Collection 58 -- Data Analysis 60 -- Validity 63 -- Ethical Procedures 64 -- Chapter Summary 65 -- Chapter IV: Participant Profiles 67 -- Summary of Participant Narrative Profiles 67 -- Corey 68 -- Kate 72 -- Elliot 75 -- John 79 -- Ralph 83 -- Kurt 87 -- Chapter Summary 92 -- Chapter V: Discussion of Themes 94 -- The IEP 98 -- Relationships 102 -- Motivation 107 -- Positive Practices 113 -- Challenges 118 -- Chapter Summary 123 -- Chapter VI: Discussion and Conclusions 124 -- Research Questions: Summary Discussion 126 -- Limitations 139 -- Implications 142 -- Recommendations for Future Research 147 -- Conclusions 149 -- Researcher’s Final Memo 152 -- References 155 -- APPENDIX A: Field Note Summary Form 167 -- APPENDIX B: Interview Protocol 169 -- APPENDIX C: Institution Review Board Approval/Exemption 171 -- APPENDIX D: Citi Certificate 173Truby, William F.Lairsey, John D.Bochenko, Michael J.Ed.D.Education in Leadershi
When Two Become One: A Case Study of the Relationship between College Consolidation and Enrollment, Retention and Graduation
Get PDFHigher education institutions across the United States have increasingly faced an uncertain future as student populations shift, financial pressures mount, and skepticism rises regarding the value of higher education (Seltzer, 2018). As a result, university leaders find themselves endeavoring upon a blind venture of adapting the various corporate consolidation methods to the unique complexities of higher education (Hawks, 2015). While complicated, consolidations serve as a method of adjusting to internal needs and external influences on the organization, which may cause a significant increase in the number of institutions turning to these practices. Despite the complexities and increased instances of such amalgamations by these institutions, there is a significant lack of up-to-date research, analysis, and data concerning the direct effect of consolidation on some institutional processes.
During this study, the researcher collected data from the Integrated Postsecondary Education Data System government database for 45 consolidated (90 pre-consolidated) institutions across the United States. The goal of the study was to evaluate if a relationship exists between consolidation and the number of full-time students enrolled in the fall, the percentage of full-time students retained, the number of full-time students who graduated within six years, and the full-time undergraduate cost of tuition through the Open Systems Theory lens. By assessing pre and post-consolidation data, the researcher comprehensively identified the differences and the similarities between the specific inputs, outputs, outcomes, and environmental pressures of mergers. The study concluded that consolidation might not be a practical solution to alleviate issues or achieve enrollment, retention, graduation, and tuition goals.
Keywords: consolidation, merger, college, enrollment, graduation, retentionCHAPTER I 3 -- INTRODUCTION 3 -- Definition of Terms 6 -- Problem Statement 8 -- Purpose Statement and Research Questions 11 -- Framework 13 -- Significance of the Study 18 -- Scope of the Study 20 -- Summary 21 -- CHAPTER II 24 -- LITERATURE REVIEW 24 -- Historical Context for Consolidation 25 -- Business Sector Consolidation 25 -- Higher Education Consolidation 28 -- Types of Mergers 30 -- Merger 30 -- Business Sector Mergers 31 -- Congeneric Merger 31 -- Conglomerate Merger 31 -- Horizontal Mergers 31 -- Vertical Merger 32 -- Market Extension Merger 32 -- Higher Education Mergers 32 -- Single-Sector Mergers 32 -- Cross-Sector Mergers 33 -- Horizontal Mergers 33 -- Vertical Mergers 34 -- Voluntary vs. Involuntary Mergers 34 -- Consolidation vs. Acquisition 35 -- Business Sector 35 -- Higher Education 37 -- Trends in Consolidation 38 -- Merger Motivations and Benefits 38 -- Merger Issues 48 -- Impact on Human Resources & Turnover 50 -- Impact on Organizational Success 57 -- Impact on Higher Education Mergers 60 -- Weaknesses in Merger Research 64 -- Trends in Higher Education 67 -- Enrollment Rate Trends 67 -- Shifting Student Profiles 69 -- Affordability 70 -- Geopolitical Shifts and Program Availability 72 -- Open Systems Theory Analysis of Higher Education Consolidation 74 -- CHAPTER III 77 -- METHODOLOGY 77 -- Research Design 77 -- Participants 78 -- Data Analysis 79 -- Data Collection 81 -- Limitations 83 -- Delimitations 84 -- Summary 85 -- CHAPTER IV 86 -- RESULTS 86 -- Institutional Data Availability 86 -- Merger Motivations 88 -- Data Analysis 88 -- Enrollment 89 -- Research Question 1 89 -- Methodology 89 -- Descriptive Statistics 91 -- Results of RQ1 Analysis 92 -- Retention 93 -- Research Question 2 94 -- Methodology 94 -- Descriptive Statistics 95 -- Results of RQ2 Analysis 96 -- Graduation 98 -- Research Question 3 98 -- Methodology 99 -- Descriptive Statistics 100 -- Results of RQ3 Analysis 101 -- Tuition 103 -- Research Question 4 103 -- Methodology 104 -- Descriptive Statistics 105 -- Results of RQ4 Analysis 106 -- Merger Outcomes 108 -- Unification Types and Merger Types 108 -- Summary 110 -- CHAPTER V 113 -- CONCLUSION 113 -- Purpose 113 -- Discussion of the Results 114 -- Enrollment 114 -- Retention 115 -- Graduation. 116 -- Tuition 118 -- Outcomes and Relation to Open Systems Theory and Literature 120 -- Consistencies 120 -- Inconsistencies 121 -- Open Systems Theory 125 -- Implications 127 -- Limitations of the Study 130 -- Recommendations for Future Research 131 -- REFERENCES 133 -- APPENDIX I 152 -- APPENDIX II 157Peterson, BonniePeterson, JamesBlack, MichaelBogle, SeanD.P.A.Public Administratio
College Students’ Attitudes Toward Immigration within the United States
Get PDFA common debate in today’s college classrooms center around immigration, and it is a current social issue within the United States. It is important to understand college students’ attitude on immigration as they will be the ones to address the issue in the future. In this paper, I attempt to understand southeastern college student’s attitudes toward immigration by looking at demographic information and how this information influences college student’s attitude on immigration. Based on this assumption, the study will attempt to discover if you can predict certain immigration opinions based on demographic information. By using surveys, the study attempts to reach conclusions on these goals. Chi squares and ordinal regression test were used as forms of data analysis to come to conclusion for the research goals.Chapter 1: Introduction 1 -- Chapter 2: Literature Review 4 -- Chapter 3: Methods 23 -- Chapter 4: Results 27 -- Chapter 5: Discussion 35 -- Chapter 6: Conclusion 38Knowles, Fred E.Logan, EllisRoss, DarrellM.S.Criminal Justic
A Success Story? An Exploration of the Consolidation Efforts in the University System of Georgia
Get PDFConsolidation has been practiced in governments, school districts, and business for many years and in higher education since the early 1900s with the primary focus on the efficiency and financial savings found in the process. The nine consolidations in the University System of Georgia (USG) were driven by six principles which sought to achieve better processes and efficiency of services to the regional areas in which the institutions were consolidated into a single entity. This study of the nine consolidations in the USG reveals increases in the budgets at the institutions and the cost of attendance (tuition and fees plus room and board) while finding a decrease in the enrollment at the institutions after consolidation on average. The primary area the study found a positive impact from consolidation was in the area of retention which helped to retain more students at the consolidated institutions as compared to prior to consolidation at the same institutions. In addition to the analysis of institutional data pre- and post-consolidations, analysis of committees at the nine institutions was conducted for consolidation committee member composition and a survey was conducted of committee members at three of the consolidated institutions. Responses to the surveys allowed respondents to rate their view of the success of the consolidation, the biggest obstacles encountered by the committee, and the biggest issues faced by the committee. This study of institutional data and survey of consolidation committee members reveals pathways for future consolidations to reduce problems of future consolidations.
Keywords: Consolidation, Enrollment, Retention, Higher Education, Budget, Campus ConsolidationChapter I: INTRODUCTION 1 -- Defining Consolidation 6 -- History of Consolidations in Higher Education 9 -- USG Consolidations 13 -- Chapter II: LITERATURE REVIEW 16 -- Flow Model of Consolidation 16 -- Methods of Consolidation 18 -- Governments 19 -- Business (Mergers, Acquisitions, and Consolidations) 24 -- School Districts 26 -- Higher Education 28 -- Chapter III: METHODOLOGY 35 -- Research Hypotheses 35 -- Methodology 36 -- Chapter IV: FINDINGS. 45 -- Stage One: By the Numbers 45 -- Budget 46 -- Enrollment 61 -- Retention 66 -- Cost of Attendance 72 -- Stage Two: Committee Membership and Survey Data 76 -- Committee Membership 76 -- Survey Data 82 -- Chapter V: DISCUSSION 101 -- Budget 102 -- Enrollment 104 -- Retention 105 -- Cost of Attendance 107 -- Consolidation Committees 110 -- UNG, KSU, and GState Outliers 115 -- Additional Research 117 -- Conclusion 123 -- Recommendations for Futures Consolidations 127 -- REFERENCES 129 -- APPENDIX A: IRB APPROVAL 133 -- APPENDIX B: SURVEY QUESTIONS 135LaPlant, James T.Yehl, Robert P.Hull, Karla M.D.P.A.Public Administratio
Grow Up Alice: Alice's Adventures in Wonderland and Through the Looking-Glass Read as a Bildungsroman
Get PDFAlice's Adventures in Wonderland (1865) and Through the Looking-Glass and What Alice Found There (1871) have been continuously read and analyzed since their publications. Critics have done a considerable amount of research on the novels, yet that research has not fully recognized the growth of Alice as a Bildungsroman over the course of both novels. Critics have emphasized Carroll's ability to satirize the era, Alice's contribution to feminism, and a plethora of other critical analysis; yet very little emphasis has been put on the development of Alice through the course of the novels. Some critics have mentioned Alice's identity development, or the lack thereof, which fails to fully accept the Alice novels as a Bildungsroman due to her young age. However, Alice's development throughout both novels, while including identity development, also includes social skills, self-confidence, and a plethora of other defining traits that make these novels interesting candidates for a Bildungsroman. In three chapters, this paper explicitly identifies the characteristics of Bildungsroman used to analyze Alice, followed by an analysis of her development in both imaginary worlds of Wonderland and Looking-Glass.
Keywords: Bildungsroman, Alice, Wonderland, Looking-Glass, Coming of ageChapter I: Curiouser and Curiouser: A Not So Typical Bildungsroman 8 -- A. An Overview of the Bildungsroman 8 -- B. An Overview Alice's Bildungsroman 18 -- Chapter II: “Who are you?”: Alice's Development through Wonderland as a Bildungsroman 23 -- A. Alice's Evidence: Alice in the Context of the Bildungsroman 23 -- B. “What size do you want to be?: A Changing Alice 28 -- Chapter III: Queen Alice: Alice's Final Stages of Development in Through the Looking-Glass as -- A Bildungsroman 41 -- A. “It's my own Invention”: Alice in the Context of the Bildungsroman .41 -- B. Contrariwise: Alice's Development 48 -- Works Cited 62Young, BrettGreenfield, AnneLaPlant, James T.M.A.Englis
The Persistence and Ethnic Identity of Latino Fraternity Members at Predominately White Institutions in the South: A Qualitative Approach
Get PDFThe present study explored how Latino fraternity members at Predominately White Institutions in the Southeast perceive their affiliation affects their collegiate persistence and ethnic identity development through an interpretive qualitative research design. Torres's Bicultural Orientation Model served as the framework. Participants solidified their ethnic identity during their college careers. Fraternal interactions and their college environment enhanced or helped them solidify their ethnic identity. Latino fraternity members perceived their involvement enhanced their academic persistence through various aspects of brotherhood and academic expectations. Implications for advisors and future research are discussed.
Keywords: Persistence, ethnic identity, Latino fraternity members, predominately White institutions, qualitative approach, Latino studentsChapter I: INTRODUCTION 1 -- Latinx Student Persistence in Higher Education 2 -- Ethnic Greek-lettered Organizations & Ethnic Identity Development 4 -- Statement of Problem 7 -- Purpose of the Study 7 -- Research Design 8 -- Research Questions 8 -- Data Collection 9 -- Definition of Terms 10 -- Significance of the Study 13 -- Organization of the Study 14 -- Chapter II: LITERATURE REVIEW 16 -- Conceptual Framework 17 -- Phinney’s Model of Ethnic Identity 18 -- Hispanic, Latino/a/x, and Chicano/a Terminology 21 -- Ferdman and Gallegos’s Latino/a Racial Identity Orientation Model 25 -- Torres’s Bicultural Orientation Model of Ethnic Identity 28 -- Factors of Latinx Student Persistence 34 -- Predominately White Institutions and Campus Climate 35 -- Cultural and Ethnic Identity 37 -- Familial and Social Support 39 -- Student Involvement 40 -- Fraternity and Sorority Life 41 -- Ethnic Greek-Lettered Organizations 43 -- Latino Greek-lettered Organizations (LGLOs) 44 -- Summary 49 -- Chapter III: METHODOLOGY 51 -- Research Design 52 -- Research Questions 52 -- Research Setting 52 -- Data Collection 55 -- Approval to Conduct Study 55 -- Consent to Participate 55 -- Sampling Procedures and Participant Selection 55 -- Interviews 57 -- Data Analysis 58 -- Validity and Trustworthiness 60 -- Researcher Bias 60 -- Member-Checking and Triangulation 64 -- Limitations 65 -- Delimitations 66 -- Researcher Interviewer 67 -- Summary 69 -- Chapter IV: RESULTS 70 -- Aang: “Half Guatemalan and half Peruvian, but also American.” 71 -- Anthony: Seven-year Bachelor’s Degree, a DACA Warrior 79 -- Caleb: Americanized White Latino 86 -- Fidel: “The Typical Mexican Family” 93 -- Gilbert: Tejano, “A Merge Between Hispanic and Caucasian” 102 -- Jacobo: “… we embrace each other’s Latinoness” 110 -- Jandro: White American is my Ethnicity 118 -- Leandro: “I yearned that brotherly love by Someone who looks like me” 124 -- Neftali: “Having Brothers Helped” 134 -- Rigo: Chicano After Experiencing College 144 -- Summary 151 -- Chapter V: FINDINGS 152 -- Familial Influences 155 -- Language 155 -- Ancestry and Social Identities 158 -- Racial Identity Dilemma 160 -- Acculturation Levels 162 -- Educational Environment 164 -- K-12 Experiences 165 -- Post-Secondary Experiences 167 -- Fraternal Interactions 169 -- Brotherhood 170 -- Family-like Environment 172 -- Sense of Belonging 174 -- Mentoring and Support 175 -- Academic Expectations and Role Modeling 177 -- Summary 178 -- Chapter VI: DISCUSSION 180 -- Summary of Study 180 -- Restatement of the Problem and Research Questions 181 -- Summary of Methods 182 -- Findings and Discussion 183 -- Familial Influences: Ethnic Identity Development 184 -- Language 185 -- Ancestry and Social Identities Including Latinx. 186 -- Racial Identity: Ferdman & Gallegos Model 187 -- Acculturation Levels: Bicultural Orientation Model 189 -- Educational Environment 192 -- Fraternal Interactions: Ethnic Identity Enhancement and Persistence 193 -- Brotherhood, Family-like Environment and Sense of Belonging. 194 -- Mentoring, Support, Academic Expectations, and Role Modeling. 197 -- Implication for Practice and Higher Education Professionals 199 -- Implications for Future Research 201 -- Conclusion 202 -- References 204 -- Appendix A - Latino/a Racial Identity Orientations 225 -- Appendix B - Bicultural Orientation Model 227 -- Appendix C - Institutional Review Board Approval 229 -- Appendix D - Informed Consent 232 -- Appendix E - Research Project Advertisement 234 -- Appendix F – Interview Guide And Protocol 236Workman, Jamie L.Martinez, JamesSuriel, Regina L.Ed.D.Education in Leadershi
Navigating a Component of Higher Education’s Hidden Curriculum: A Qualitative Study of First-Year Seminar Faculty and Students (Under Embargo)
No full textThis qualitative study was created to gain a better understanding of the impact of a for- credit first-year seminar course. Related existing research and theory included past studies on the first-year seminar, the hidden curriculum, and student persistence and retention. This study was intended to make an original contribution to the knowledge base through understanding the stories and narrated experiences of four faculty and six students involved with first-year seminars at a large university in the southeast. Three interviews were completed with my six student and four faculty collaborators. Transcripts were analyzed both with in vivo and emotion coding. Narrative profiles were created for each collaborator. Four main topics from student data were generated: sense of belonging, difficulty and feeling supported, pride and happiness, and academic rigor. Four main topics from faculty data were generated: building the foundation, structuring a first-year seminar, teaching a first-year seminar, and professors making meaning. Examples from the narrated experiences collaborators shared were provided to support each topic.
Keywords: emotion coding, first-year seminar, hidden curriculum, in vivo coding, narrative inquiry, retentionClevenger-Schmertzing, LorraineSchmertzing, Richard W.James, Christine A.Workman, Jamie L.Ed.D.Education in Leadershi
An Analysis of Study Abroad and its Impact on Graduation
Get PDFStudents leaving institutions of higher education prior to graduation leads to millions of dollars in lost revenue (Sutter & Paulsen, 2016; Undergraduate Retention and Graduation Rates, 2018). Retention theorists Tinto (1975) and Kuh (2008) recommend practices such as academic interaction, social interaction, faculty engagement with students, learning communities, and service-learning all of which can be integrated into study abroad courses. Studying abroad may also encompass learning outcomes such as international interactions, global awareness, and student engagement (Haupt et al., 2018; Malmgren & Galvin, 2008; Metzger, 2006). Through the unique paring of retention and experiential learning theories, this research model examined study abroad and its effects on graduation (Hedin, 2010).
Quantitative research methods utilized data gathering methodology, redefining the target audience, and stratified sample identification to counter numerical differentiation between students who studied abroad and graduate and those who do not study abroad and graduate (Ary et al., 2014; Malmgren & Galvin, 2008). Study Abroad increases the likelihood of graduating at a higher ratio than any other variable affects graduation. The supporting qualitative research utilized a questionnaire and focus group discussions to discover how participants defined their experiences. Study abroad participants related their experiences to retention outcomes and graduation learning objectives as identified in the literature.
Keywords: study abroad, at-risk, retention, HBCU, graduation, quantitativeChapter I: INTRODUCTION 13 -- Statement of problem 14 -- Significance of problem 16 -- Research design 18 -- Conceptual framework 19 -- Limitations 21 -- Delimitations 22 -- Definition of terms 23 -- Organization of study 24 -- Chapter II: REVIEW OF THE LITERATURE 25 -- Retention theory 26 -- Study abroad history 27 -- Global outreach for universities 28 -- Redefining study abroad: Learning objectives 30 -- International interactions 30 -- Global awareness 32 -- Student engagement 34 -- Redefining study abroad: High-impact practices 35 -- Redefining study abroad: Retention outcomes 37 -- Learning communities 38 -- Student self-efficacy 40 -- Experiential learning 41 -- Defining at-risk factors. 42 -- Conclusion 44 -- Chapter III: METHODOLOGY 47 -- Research design 49 -- Setting 50 -- Quantitative research technique 51 -- Sampling techniques 52 -- Data collection procedures 53 -- Data analysis procedures 54 -- Qualitative research technique 55 -- Sampling techniques 61 -- Data collection procedures 62 -- Data analysis procedures 63 -- Chapter IV: RESULTS 65 -- Data collection: Quantitative 65 -- Data collection: Qualitative 80 -- Questionnaire responses 81 -- Focus group responses 87 -- Summary of Findings. 98 -- Chapter V: CONCLUSION 99 -- Conclusions of study 100 -- Recommendations for stakeholders 107 -- Study limitations 110 -- Recommendations for future research 112 -- Significance of study 116 -- References 118 -- APPENDIX A: 2011 Regression results 130 -- APPENDIX B: 2012 Regression results 140 -- APPENDIX C: 2013 Regression results 150 -- APPENDIX D: 2014 Regression results 160 -- APPENDIX E: 2015 Regression results 170 -- APPENDIX F: 2016 Regression results 180 -- APPENDIX G: Sum of square assumption 190 -- APPENDIX H: 2011-2013 Regression results 197 -- APPENDIX I: 2014-2016 Regression results 203 -- APPENDIX J: 2011-2016 Regression results 212 -- APPENDIX K: Study abroad and college survey results 224 -- APPENDIX L: Study abroad to graduation survey results 230 -- APPENDIX M: Study abroad to career survey results 237 -- APPENDIX N: Transcript, students not enrolled 246 -- APPENDIX O: Transcript, students currently enrolled 259 -- APPENDIX P: Transcript, students who graduated 273 -- APPENDIX Q: Transcript, students who graduated 287 -- APPENDIX R: Transcript coding 307 -- APPENDIX S: IRB approvals 312Archibald, JamesToney, Susanne L.Russell, VictoriaEd.D.Education in Curriculum and Instructio
Metaphysical Times Lammas 2021
Get PDFThis item contains 1 PDF with 20 pages and includes a title page and a table of contents.This volume discusses one of the eight sabbats of Paganism known as Lammas. This typically is seen as a harvest festival. The volume then details the effects of crystals and herbs. This volume also discusses the recent psychic fair that was held since the previous volume