A Comparison of Factors that Influence the Quality of PEPs in Title I Schools

1 online resource (140 pages) : PDF

2009

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?

doctoral dissertations

Education
Education, Elementary
Curriculum planning

Ph.D.

Differentiation
Personalized Education Plan
Principal Leadership
Quality of Personalized Education Plan
Response to Intervention
Support for Teachers with At Risk Students

Curriculum & Instruction

Audette, Robert

Algozzine, Robert
Anderson, Kelly
Zhao, Wei

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2009.

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Williams_uncc_0694D_10071

http://hdl.handle.net/20.500.13093/etd:415