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An analysis of educator practices

Descriptive

TitleInfo
Title
An analysis of educator practices
SubTitle
learning and assessment accommodations for students with special needs
Name (type = personal)
NamePart (type = family)
Polkowski
NamePart (type = given)
Susan M.
NamePart (type = date)
1983-
DisplayForm
Susan M. Polkowski
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Ketter
NamePart (type = given)
Ryan
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Ryan Ketter
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Advisory Committee
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chair
Name (type = personal)
NamePart (type = family)
Shernoff
NamePart (type = given)
Elisa
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Elisa Shernoff
Affiliation
Advisory Committee
Role
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internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
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Graduate School of Applied and Professional Psychology
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school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2017
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2017-10
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2017
Place
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xx
Language
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eng
Abstract (type = abstract)
Consistency and alignment between instructional and assessment accommodations are considered educational best practices (Christensen et al., 2009). Despite this, previous research has shown that the alignment of the provision of accommodations to participants across the CL, CA, and LA conditions is low (Davies et al., 2016). The aim of this study was therefore to determine the prevalence of participants who received accommodations across the three conditions and the degree of alignment of the provision of accommodations across conditions. This study is a replication study originally conducted in Australia (Davies et al., 2016) which used the Checklist of Learning and Assessment Adjustments for Students (CLAAS) to evaluate educator practices related to the provision of accommodations across conditions. The current study administered the CLAAS to 45 educators in five New Jersey public schools to report on the accommodations provided to SWSNs (n = 45) across the three conditions. The prevalence of SWSNs who received accommodations was calculated through the Marascuilo procedure. Results indicate that at the total level, the prevalence of SWSNs who received accommodations was statistically higher during the CL compared to the LA conditions, but yielded mixed results across each of the eight accommodation domains. Cohen's h was used to identify meaningful differences in prevalence of SWSNs who received accommodations. Results indicate that at the total level, the differences in prevalence of SWSNs who received accommodations were meaningful, with a higher prevalence of SWSNs receiving accommodations during the classroom conditions compared to the LA condition, but yielded mixed results across each of the eight accommodation domains. The Porter alignment index was used to evaluate the degree of alignment of accommodations provided to SWSNs. The alignment of the provision of accommodations was greater between the two classroom conditions compared to the alignment between the classroom conditions and LA condition. This was consistent across all eight domains considered. The results of this study suggest that alignment can be can be strengthened to allow SWSNs equal accessibility to classroom curriculum and large-scale testing material.
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Students with disabilities--Services for
Subject (authority = ETD-LCSH)
Topic
Children with disabilities--Education
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_8203
PhysicalDescription
Form (authority = gmd)
electronic resource
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application/pdf
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text/xml
Extent
1 online resource (x, 100 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Susan M. Polkowski
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3R49TTD
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Polkowski
GivenName
Susan
MiddleName
M.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-05-09 12:08:50
AssociatedEntity
Name
Susan Polkowski
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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