ERIC Number: EJ871661
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 4
The Use of the Welsh Inclusion Model and Its Effect on Elementary School Students
Pickard, Stephen R.
Education, v130 n2 p265-270 Win 2009
Dr. Stephen R. Pickard is currently serving as an adjunct professor at Gardner-Webb University located in Boiling Springs North Carolina. He is a retired educator having served 21 years as a classroom teacher at both the middle and elementary levels. In addition to his service as a classroom teacher, Dr. Pickard served as a public school administrator and as a Board Examiner for the National Council Accreditation of Teacher Education out of Washington, DC. Dr. John A. Kaufhold is a professor of educational leadership at Gardner-Webb University. He has acted as Dr. Pickard's mentor in his research project and has supervised the writing of this article. The purpose of this qualitative case study was to examine the implementation of the Welsh Inclusion Model at a Title I elementary school in grades 4 through 5 in the Piedmont area of North Carolina. The researcher visited the Title I school, which was embarking in only its second year in the implementation of the Welsh Inclusion Model. During these visits, the researcher interviewed the principal, the Director of Elementary Education, and two inclusion teams. The entire group participated in a focus group interview. The surveys, interviews, Inclusionary Team-Teaching Analysis Protocol (ITTAP), and Co-Teaching rubric provided data that were triangulated to determine how well the school was implementing the Welsh Inclusion Model as well as the effects the program had on students' learning.
Descriptors: Elementary School Students, Grade 3, At Risk Students, Focus Groups, Grade 4, Inclusive Schools, Models, Mainstreaming, Program Implementation, Program Effectiveness, Administrator Attitudes, Teacher Attitudes, Federal Legislation, State Standards, Teamwork, Teacher Collaboration, Special Needs Students, Rural Schools, Cooperative Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001