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

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Williams, C. (2009). A Comparison of Factors that Influence the Quality of PEPs in Title I Schools. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

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?

Details
Author

Williams, Connie

Title

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

Physical Description

1 online resource (140 pages) : PDF

Date

2009

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

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?

Genre

doctoral dissertations

Subjects--Topics

Education
Education, Elementary
Curriculum planning

Degree

Ph.D.

Keywords

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

Subject Area

Curriculum & Instruction

Advisor(s)

Audette, Robert

Committee Members

Algozzine, Robert
Anderson, Kelly
Zhao, Wei

Degree Note

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

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Williams_uncc_0694D_10071

Permalink

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