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ERIC Number: ED528277
Record Type: Non-Journal
Publication Date: 2009
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1095-4801-3
A Comparison of Factors that Influence the Quality of PEPs in Title I Schools
Williams, Connie Jean
ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte
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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I