This is a qualitative case study built around the exploration of research questions that inquire into the common experiences of students who dropped out of high school and the common factors that contributed to the decision to drop-out of high school. …
The purpose of this qualitative case study is to identify the common experiences of special education students who decide to drop-out of high school and the common factors that contribute to the decision to drop-out of high school. The case study will be comprised of male and female special education high school students who dropped out of school at Ridgeville High School (pseudonym for a Virginia high school) during their third and fourth years in the school years 2007-2008 and 2008-2009. The sample population will consist of students between the ages of 16-20. The sampling size will be 15 although 33 students will be initially contacted. The study will be a phenomenological study and will therefore be conducted by virtue of semi-structured interviews designed to identify the common experiences of students who dropped out of school close to graduation. The results of the semi-structured interview will be compared and analysed by virtue of a qualitative data analysis. The results will be coded and categorized generally using a phenomenological reductionism method. Once the data are collated and sorted and commonalities are identified, all possible conclusions will be analysed so that a final conclusion can be drawn. Using information from interviews with recent dropouts from Ridgeville High School, in conjunction with findings from current literature, this study will contribute to the development of recommendations for more effective dropout prevention programs for special education students. Descriptors: Achievement gap Disability Drop-out Drop-out prevention IDEA 2004 Dropping out IEP Inclusion NCLB QDA Special Education Student Engagement ACKNOWLEDGMENTS TABLE OF CONTENTS ABSTRACT iv ACKNOWLEDGMENTS ii TABLE OF CONTENTS iii CHAPTER ONE 1 INTRODUCTION 1 Background 2 Problem Statement 12 Purpose of the Study 15 Research Questions 15 Scope of the Study 16 Limitations and Delimitations 17 Definition of Terms 19 Research Plan 21 CHAPTER TWO 24 LITERATURE REVIEW 24 Introduction 24 Overview 25 Institutional reasons for dropping out 38 School belonging and dropout rates 44 Special education services and dropout rates 47 Exit exams 49 Inclusion: Does it reduce dropout rates? 54 Teachers and inclusion 64 Dropout prevention programs 71 IEP programming 74 Transition programming 76 Programs attending to social and academic elements of student lives: Finn’s participation-identification model of school engagement-belonging 79 School belonging and engagement and special education 91 Case studies of best practice school engagement programs that have improved the retention level of special education students in high school 98 Conclusion 102 CHAPTER THREE 104 METHODOLOGY 104 Introduction 104 Research Questions 105 Design 106 Active Observation 112 Intensive Interview 113 Data Collection Procedures 116 In-depth Interviews 117 The Researcher’s Role 120 Qualitative Data Analysis 120 The Coding Process ...
Cite this document
(“Understanding the experiences of special education students who did Dissertation”, n.d.)
Retrieved from https://studentshare.net/education/6433-additional-editing-for-chapters
(Understanding the Experiences of Special Education Students Who Did Dissertation)
“Understanding the Experiences of Special Education Students Who Did Dissertation”, n.d. https://studentshare.net/education/6433-additional-editing-for-chapters.
The purpose of this research is to examine a peer related program for conflict resolution in School A that is already in place. Middle school students are between elementary school and high school which is a time developmentally when they are searching for their identities. They are more susceptible to criticism by their peers and they struggle to find a group where they belong.
Educators, policy makers and researchers have consistently tied the achievement gap to the student dropout rate (Ladson-Billings, 2006). As a result, educators, parents, employers and policy makers have expressed concerned over the persistent high drop-out rate particularly among high school students (Burris & Welner, 2005).
According to the report the 21st century has seen a lot of policy changes being made in the US learning curriculum. These changes have directly and indirectly encouraged the introduction and entrenchment of research experience in high school. Some high school programs such have thrived and provide an intense 6-week internship for scientific research.
Using information from interviews with recent dropouts from Ridgeville High School (pseudonym for a Virginia high school), in conjunction with findings from the current literature, this study will contribute to the development of recommendations for more effective dropout prevention programs for special education students.
This usually meant children who scored well on standardized tests. Since it was realized eventually that standardized tests do not accommodate children’s different learning styles, new definitions of intelligence have stretched the definition of giftedness and talent.
Nicholas Carr (2003, p.1), Harvard Business Review Editor, believes that as a result of ready availability of IT resources, the key purpose of IT has ceased to be for purposes of discovering opportunities and gaining competitive advantages.
1Quantitative and Qualitative Methods 30 3. 2Research Design 32 3.2.1Justification for Choosing Questionnaire 32 3.2.2Development of the Questionnaire 33 3.2.3Questionnaire structure 34 3.2.4Translations of the Questionnaire 35 3. 3Validity and Reliability 36 3.
Countries which are host countries for foreign students get the opportunity to widen their educational facilities and technologies to attract students from all over the world. With growing number of students looking for education in foreign countries, it becomes possible for those countries to broaden their education and training institutes.
Without truly understanding the situation or jumping only into the conclusion because the teacher focused on at the child being pushed onto the floor, the verdict would be that the child intentionally pushed the other child. Other cases would be that the child suddenly shouts and throw tantrums after having being refused by the other child a certain toy that he or she is holding.
Research indicates that special education students who drop out of high school typically are lower wage earners and are less likely to succeed professionally later in life. Unsurprisingly, these students drop out of school at a rate double and sometimes triple that of regular high school students.
19 Pages(4750 words)Dissertation
GOT A TRICKY QUESTION? RECEIVE AN ANSWER FROM STUDENTS LIKE YOU!
Let us find you another Dissertation on topic Understanding the experiences of special education students who did not complete high school for FREE!