Browsing by Subject "DAEP"
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Item Difference Between Hispanic Adolescent Males in Alternative and Regular Education Placement(2011-08-08) Kocian, Brandi R.Researchers have identified numerous risk and protective factors that might provide insight into the academic difficulties and success that Hispanic adolescents experience. Maladjusted outcomes cannot be attributed to a single risk factor; risk factors do not act in isolation and often have complex relationships with other risk factors. This study uses an ecological risk factor model that suggests that there are multiple risk factors related to adolescent being placed in an alternative education setting and that these risk factors exist at six levels: community-based factors, school-based factors, peer-based factors, family-based factors, child's perception factors, and acculturation-based factors. The purpose of this study is to examine differences in the protective and risk factors in the area of family, community, school, peers, child?s perception, and acculturation levels between Hispanic males who have been placed in DAEP (Disciplinary Alternative Education Placement) and their same aged Hispanic male peers who have not been previously placed in the DAEP. The sample for this study (N=119) was collected from a large urban school district in Texas. The participants were seventh and eighth graders between the ages of 12 and 16 years of age. The non-DAEP group was comprised of a majority of 7th grade students (71.7%), while the DAEP group had a larger number of 8th grade students (62.7%). This study addressed four research questions. The first question investigated if there was a difference between the two groups when the ecological levels where combined to create a cumulative risk score. The non-DAEP group had significantly lower cumulative risk scores than the DAEP. The second research question investigated if there was a difference in each cumulative risk index (i.e., family, school, peers, community, child?s perception, and acculturation) between the two groups. There was no significant difference found between the non-DAEP and DAEP group for family-based risk scores or the child's perception risk scores; however, a significant difference was found between the two groups on the peer-based, community-based, acculturation-based, and school-based factors. The third question examined the unique contribution school, peers, community, family, and acculturation makes in the prediction of the child?s perception factor for Hispanic males. A hierarchical multiple regression suggested only the community-based, family-based, and acculturation-based variables made a significant contribution to the child's perception factor. The fourth question examined if the child's perception factor mediated the relationship between placement in the DAEP and the family-based, community-based, peer-based, school-based, and acculturation-based factors. The effects of the five variables on group placement and child's perception factors were assessed through the use of structural equation modeling using the program AMOS. (Analysis of Movement Structures; See Figure 2).Item A disparate impact? : Understanding the relationship between discretionary removal, special education, and African American students(2012-05) Homer, Bonita Renee; Vasquez Heilig, Julian; Yates, James; Gooden, Mark; Brummett, Barry; Macke, WillisyThe overrepresentation of African American students in special education coupled with their disproportionate disciplinary sanctions is a contentious educational issue. An examination of extant literature suggests that African American students are more likely to be referred to special education; placed in a stigmatizing disability category; educated in a restricted educational settings; and least likely to return to a general classroom setting. Equally disturbing, these students are more likely to be cited for subjective disciplinary sanctions and least likely to be educated with their peers. This is disturbing because the labeling of special education coupled with disciplinary sanctions can negatively impact this sector of students’ educational opportunities, psychological image, long-term goals and aspirations, and their overall quality of life. The purpose of this study was to determine the relationship between discretionary removal, special education, and African American students. More specific, this study sought to determine the trends of discretionary removal for special education students as defined by Texas Education Code 37, and whether these types of disciplinary measures had a disparate impact on African American special education students’ school completion rate. The findings for this study, revealed a diverse district with a large percentage of economically disadvantaged students and a special education population that was aligned to the state average. Chi-square results revealed a relationship between discretionary removal and Latina/o and White students and students who were identified as economically disadvantaged. In addition, logistic regression results showed ethnicity for Latina/o student who were served by special education was a significant predictor for discretionary removal. Conversely, disability category, economic status, and ethnicity were all significant predictors for school dropouts for special education students who were cited for discretionary removal. Moreover, African Americans who were not evident in the chi-square analysis were significantly associated with discretionary removal. Furthermore, interviews of administrators revealed special education students who did not have an Individual Education Plan (IEP) that purposefully addressed disciplinary issues were purportedly treated no differently than students without a disability.Item Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School(2013-12-10) Russell, William F.This study examined teacher decision making regarding issuing student referrals using qualitative case study methodology. A single middle school was used for the case study to locate all data under a single institutional culture. A purposeful sample of six teachers was chosen, and each teacher was interviewed. These interview data sets were analyzed using Weick?s sensemaking theory regarding how individuals decide to resume flow of activities in a process once the flow has been disrupted. This theory was applied to the specific situation of how teachers resolved misbehavior within a classroom. Research participants were asked to describe the factors influencing teachers? decisions to write a referral for misbehavior, the benefits students receive from receiving a referral, and faculty responses to escalating misbehavior in their classrooms. This study attempted to give voice to teachers? reflections of attending to common classroom misbehavior and to find differences among teachers with different rates of student referrals. Participating faculty were generally satisfied with their referral rate and were effective in resuming the flow of classroom instruction after student disruptions. Although faculty members reported similar procedures for attending misbehavior, each instructor used these procedures in strikingly different ways.