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ERIC Number: ED516397
Record Type: Non-Journal
Publication Date: 2010
Pages: 160
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-6728-5
ISSN: N/A
Determining Difference in Equitable Teacher Treatment of Elementary School Inclusion Students: A Comparison of Elementary School Inclusion Students with and Students without IDEA Services through an Analysis of Praise and Desisting
Alabado, Roy R.
ProQuest LLC, Ed.D. Dissertation, Saint Joseph's University
This quasi-experimental quantitative study examines whether six general inclusion classrooms teachers treated students receiving IDEA services in the same manner as they treated general, non-IDEA students through an analysis of teacher-student interactions of praise and desisting. The study took place in six separate self-contained classrooms that adopted inclusion and were located in a suburban elementary school outside of Philadelphia, Pennsylvania. There were a total of 121 students involved in the study. Teacher-student interactions were classified as either praise or desisting. Furthermore, this study used a statistical technique known as a regression analysis that was used to assess the effects of one independent variable, IDEA status (Special or General Education) while controlling for other independent variables (Grade, Gender, and Race). The other independent variables were used to disentangle the effects of IDEA status from other student characteristics that might affect the dependent variables. There were five dependent, teacher behavior variables: (1) The frequency of praise; (2) The frequency of desisting; (3) The total number of teacher-student interactions; (4) the percentage of the teacher-initiated interactions involving praise towards each student; and (5) the percentage of teacher-initiated interactions involving desisting behavior towards each student in the inclusion classrooms. The value of each dependent variable was the aggregate value of each student for all observed classes. Students with IDEA status experienced major differences from students without IDEA services in the frequency of desisting and the percentage of desisting. Students with IDEA experienced more desisting than their classmates who are categorized as general education students. The frequency of praise, the total number of teacher-student interactions, and the percentage of praise were not affected by the students' being with IDEA services and students without IDEA services. In conclusion, desisting findings of the research are aligned with the findings of previous research on desisting behaviors. [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.]
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
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act