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Student achievement and satisfaction for inclusionary interdisciplinary teams

by Wooderson, Marita Ann, Ed.D., University of Missouri - Columbia, 1998, 208 pages; AAT 9924947
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Purpose of the study . The purpose of this study was to examine the effectiveness of two instructional models, inclusionary and non-inclusionary interdisciplinary teams, (a) on student achievement scores on the Iowa Test of Basic Skills (ITBS) and on the Multiple Assessments (MA), and (b) students' school satisfaction. Procedures . This study involved two hundred fifty-four sixth grade students and twenty-one teachers from two middle schools in the same midwestern, suburban school district. The inclusionary teams included all students in all areas of instruction while the non-inclusionary teams removed special education students from one or more of the areas of team instruction. The achievement instruments used were the Iowa Tests of Basic Skills (ITBS) and the Multiple Assessments (MA) which measured grade level achievement. The sixth grade students responded to the Comprehensive Assessment of School Environments (CASE) Student Satisfaction Survey that measured students' overall satisfaction with school. Analysis of covariance (ANCOVA) was used to determine if there were differences between inclusionary and non-inclusionary interdisciplinary teamed students regarding academic achievement and school satisfaction. Pretest scores were used as the covariate. Results . Non-inclusion teamed students scored slightly higher on grade equivalent criteria than did inclusion teamed students. The exception for that was language, with the inclusion teamed students scoring slightly higher. Inclusion teamed students scored significantly higher than noninclusion teamed students on all eight areas of the Student Satisfaction Survey. Students assigned to interdisciplinary inclusion teams tended to have a more positive perception of school than did students on the noninclusion interdisciplinary teams. Conclusion . Findings showed mixed results. Differences in achievement were minimal; differences in satisfaction were more evident. Clearly, students in inclusion situations gain from the experience.
Indexing (document details) Advisor: School: School Location: Keyword(s): Source: Valentine, Jerry University of Missouri - Columbia United States -- Missouri Achievement, Inclusionary, Interdisciplinary, Teams, Middle school DAI-A 60/04, p. 1005, Oct 1999

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Dissertation Curricula, Teaching, School administration, Secondary education AAT 9924947 9780599245044 http://proquest.umi.com/pqdlink? did=734459621&Fmt=7&clientId =79356&RQT=309&VName=PQD

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