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An analysis of performance differences between self-directed and teacher-directed alternative education campuses in Texas

Author: Alan Wimberley; Jane Bumpers Huffman
Publisher: [Denton, Tex.] : University of North Texas, 2010.
Dissertation: Ed. D. University of North Texas 2010
Edition/Format:   Thesis/dissertation : Document : Thesis/dissertation : eBook   Computer File : English
Database:WorldCat
Summary:
This study was conducted to analyze the performance differences between alternative education campuses in Texas that used teacher-directed strategies and those that used self-directed strategies. The study was also conducted to inform educators of the results these two strategies had achieved with at-risk students during the three years of 2006-2008. The study used the results from the Texas Assessment of Knowledge  Read more...
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Details

Material Type: Document, Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Alan Wimberley; Jane Bumpers Huffman
OCLC Number: 695561946
Notes: Title from title page display.
Description: v, 71 pages : digital, PDF file
Details: Mode of access: Internet, via World Wide Web.; System requirements: Adobe Acrobat Reader.
Responsibility: Alan Wimberley.

Abstract:

This study was conducted to analyze the performance differences between alternative education campuses in Texas that used teacher-directed strategies and those that used self-directed strategies. The study was also conducted to inform educators of the results these two strategies had achieved with at-risk students during the three years of 2006-2008. The study used the results from the Texas Assessment of Knowledge and Skills test as reported in the aeis annual reports from the Texas Education Agency. Alternative education schools were grouped according to the strategy used to educate at-risk students. The results of the statistical tests showed the two strategies had similar performance results and there was no statistical difference between the two. The results offered several implications concerning the ability of at-risk students to achieve in alternative education schools including possible reasons why students who were previously unsuccessful became successful in alternative settings. The report also addressed the number of students who continued to be unsuccessful even when placed on an alternative education campus. Possible reasons for this continued inability to succeed are discussed. Recommendations for further research were listed at the conclusion of the study. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
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