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Title: A correlational study
Abstract: The Kindergarten Readiness Assessment was administered to every kindergartener in Maryland with the purpose of identifying students for interventions and support. Title I schools received federal funding to close the achievement gap between socioeconomic groups. Give...
Show moreThe Kindergarten Readiness Assessment was administered to every kindergartener in Maryland with the purpose of identifying students for interventions and support. Title I schools received federal funding to close the achievement gap between socioeconomic groups. Given KRA data and additional funding, Title I schools are given additional support to close the achievement gaps. This study investigated if the scores correlate to the third-grade state assessment (Maryland Comprehensive Assessment Program) in ELA and Math when sorted by Title I and non-Title I schools. Descriptive statistics were conducted to determine skewness and kurtosis and then Pearson’s Correlation was conducted to determine correlation between scores. It was determined that there was a correlation between KRA scores in both MCAP-ELA/L and MCAP-M in both Title I and non-Title I schools, but it was not as strong in Title I schools as it was in non-Title I schools. It is recommended that future research investigates testing fidelity when teacher administer the KRA and MCAP assessments. Research should also review how Title I schools use funding in early childhood interventions, and if the funding is effective or efficiently used to close the achievement gap. If the purposes of KRA and Title I were effective, the achievement gap would be closing between Title I and non-Title I school.
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Year Issued: 2023

Author: Locke, Danelle
Sub-title: kindergarten readiness and third grade state assessment scores within Title 1 and non-Title 1 schools

Title: Creating a trauma informed school
Abstract: The purpose of this study was to determine the impact of a social-emotional learning (SEL) resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school. One tenet of supporting a trauma-sensitive and informed school is the utilization of ...
Show moreThe purpose of this study was to determine the impact of a social-emotional learning (SEL) resource in kindergarten through grade 4 classrooms on creating a trauma-sensitive school. One tenet of supporting a trauma-sensitive and informed school is the utilization of a social-emotional resource. The resource entitled In Focus authored by Thomas McSheehy MSW, LSW was implemented in general education classrooms for 45 school days. Prior to the implementation of the resource, a qualitative survey was provided to participating teachers to determine previous knowledge of trauma-informed schools and social-emotional learning. This information would be further used to support professional development needs of educators in the participating district to support students that have been impacted by traumatic events. During the 45 days, weekly professional development meetings were conducted with the study group that focused on equipping educators with the necessary skills and knowledge to provide a trauma-sensitive environment. At the conclusion of the 45 day study, an electronic qualitative survey was provided to the participants to confirm or refute the success of the selected social-emotional resource, In Focus. iv The research questions examined during the study included: 1. Prior to this study what training or professional development did Kindergarten-Grade 4 teachers participate in related to trauma-informed schools? 2. After nine weeks of incorporating a daily social-emotional learning resource, what impact was evidenced in the classroom community? 3. After implementing a social-emotional learning resource, and attending the weekly professional development meetings, what specific skills, knowledge, and/or strategies do Kindergarten-Grade 4 teachers feel the most confident to implement in their classrooms? 4. After attending the weekly professional development meetings and evening professional development event, at what level will K-4 teachers feel prepared to deliver a social-emotional learning resource to students? This study contributes to the research in the area of supporting students that have experienced traumatic events and the teachers that support them. Further, it outlines the needs of the participating teachers in the district relating to past and future professional development opportunities around the topic of social-emotional learning and trauma-informed and sensitive schools. An electronic survey was conducted to gather feedback on the areas of the resource that participating teachers determined to be both successful and not helpful to their classroom community. Additionally, teachers provided a comparison of social-emotional competencies that they observed in their students as compared to prior observations to the resource implementation.
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Year Issued: 2022

Author: Doyle, Kristen
Sub-title: a study of the implementation of a social-emotional learning resource

Title: The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
Year Issued: 2019

Abstract: Pennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special educati...
Show morePennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special education and pre-service special education training. Special education leadership should be a significant concern for school administrators as their roles have increased to ensuring successful outcomes for all students, the increased number of students placed in special education, the high cost associated with educating students in special education, and the due process ramifications if educational outcomes are not achieved. The research has demonstrated that overall, public-school principals receive little to no formal training in leading special education in pre-service or on-going professional development. The purpose of this research study was twofold. The research is helpful to colleges and universities when developing plans of study and programming for future public-school principal and leadership training degrees and certificates. This research also provides a platform where current Pennsylvania public-school principals can identify where their special education knowledge is lacking and how to become a better instructional leader for their own district’s special education population. This study provided insight into understanding the factors that contribute to the lack of special education training in special education programs by higher education entities.
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Author: Truitt-Smith, Amanda

Title: K-12 General educator and special educator knowledge and preparedness in special education law
Year Issued: 2024

Abstract: Together, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act protect students with disabilities from discrimination and ensure that services are received in order to access the general education curriculum. K-12 general educatio...
Show moreTogether, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act protect students with disabilities from discrimination and ensure that services are received in order to access the general education curriculum. K-12 general education teachers and special education teachers are among the most critical individuals in implementing the federal laws that protect students with disabilities in the school setting. Despite the shift to inclusive practices that is safeguarded by extensive procedures subject to litigation, past research has revealed a gap between educator knowledge and preparedness to implement special education law in the classroom. The purpose of the research was to answer the research questions, “What undergraduate preparation and professional development training do K-12 general educators and special educators receive regarding IDEA and Section 504 of the Rehabilitation Act, in one public school district?” and “To what extent are K-12 general education and special education teachers familiar with the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act, in one public school district?” To obtain this information, a qualitative study was conducted consisting of a 10-question open-ended survey which was distributed to 10 general education teachers and 10 special education teachers in one public school district. Survey data was analyzed using an open-coding method. Three major findings emerged from the data and were categorized into themes. Theme one concluded that educator’s obtain knowledge of IDEA and Section 504 mainly by means of professional development and through a district administrator. Secondly, educators identify the main components of IDEA as being FAPE, LRE, IEPs, and parental involvement. The tertiary theme revealed educator’s identify the main component of Section 504 to be protection from discrimination for students with disabilities. Findings suggest that teachers may receive more training and coursework geared towards The Individuals with Disabilities Education Act when compared to Section 504 of the Rehabilitation Act. Additionally, years of experience seemed to have little impact on knowledge and preparedness pertaining to special education federal law.
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Author: McBroom, Kelley

Title: Middle school teacher and support staff perceptions of Multi-Tiered Systems of Support (MTSS)
Abstract: This dissertation focuses on teacher and staff perceptions of Multi-Tiered Systems of Support (MTSS) implementation at the middle school level. MTSS implementation at the secondary level proves to be a daunting task which includes many complex facets. Ensuring that t...
Show moreThis dissertation focuses on teacher and staff perceptions of Multi-Tiered Systems of Support (MTSS) implementation at the middle school level. MTSS implementation at the secondary level proves to be a daunting task which includes many complex facets. Ensuring that teacher and staff insights are sought out and taken into account when implementing school-wide programming such as MTSS can increase program success and fidelity. Specifically, this study examines three research questions: (1) How do middle school teachers and school support staff perceive implementation of a multi-tiered system of support? (2) How do these perceptions impact the buy-in and level of understanding of MTSS implementation? (3) In what ways do middle school teachers understand the MTSS framework? Utilizing a qualitative, single subject case study design methodology, this study sought to explore how teacher and staff perceptions and understanding of MTSS can impact implementation. The study took place in a suburban, western Pennsylvania middle school, in which the researcher is employed. The constant comparative method of coding was utilized in order to uncover themes related to the collected data. The following themes were uncovered through data analysis: support for all students and addressing individual student needs is a part of the MTSS process, the need for all staff to be involved in MTSS, insufficient communication with off-team teachers, discussion of forms as a part of the MTSS process, parental involvement was not discussed as a priority in responses, and procedures and logistics are discussed in relation to MTSS rather than the day to day implementation through working with students. Results of this study indicate that seeking opinions from teachers and staff regarding program implementation can provide valuable information for schools and districts to consider and highlights the importance of professional development focused on MTSS.
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Year Issued: 2021

Author: Mazzant, Emily
Sub-title: a case study in a suburban western Pennsylvania middle school

Title: Special educators' perspectives and experiences with workplace bullying
Year Issued: 2023

Abstract: The purpose of this study was to determine K-12 special educators’ perceptions and experiences with workplace bullying. Specifically, this study focused on the experiences of educators in PSEA’s Midwestern Region. Their perceptions and experiences are presented seque...
Show moreThe purpose of this study was to determine K-12 special educators’ perceptions and experiences with workplace bullying. Specifically, this study focused on the experiences of educators in PSEA’s Midwestern Region. Their perceptions and experiences are presented sequentially, through key cruces that evolved through the interview process. The participants in the study were five special educators, in various teaching positions, and at varying points in their careers. Each participant was interviewed for approximately 30 minutes via Zoom. This interview was a semi-structured format, discussing their experiences and perceptions of workplace bullying in their K-12 special education positions. The intention of this research was to gather perspectives of the participants about the growing phenomenon of workplace bullying, thus lending itself to a phenomenological research design. From each question in the interview the researcher extrapolated key cruces through multicyclic coding analysis. Creswell (2007) and Tracy (2013) suggest involving participants in the review process to ensure the accuracy and intentions of their interview responses. Therefore, following the interviews, each participant received an electronic copy of the transcribed interview and reviewed it for precision. This goal of this study is for participants’ voices to uncover potential connections or truths to help understand the phenomenon of workplace bullying. These findings may transfer to other occupations or fields also struggling with workplace bullying. The population sample is unique to my personal experience, but the overarching goal spreads further than K-12 special education departments. The combination of cruces revealed in Chapter IV, can be grouped into four key areas for the purpose of further discussion. These provide a solid foundation for understanding the participants responses concerning their experience and perceptions on workplace bullying. The four key areas are workplace environment and administrative applications, similarities and differences between special educators and general educators, experiences with workplace bullying and social structures in the workplace, and personal reflections participants wished to share. This study concludes that workplace bullying is occurring in all five participants districts in various formats. The participants are calling for administration to assist in creating a safe, productive, and positive work environment for all building members.
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Author: Pierson-Malenky, Kristin

Title: Transition Coordinators:
Abstract: Graduating from high school is a pivotal milestone in a young person's life, symbolizing independence and the promise of future opportunities. However, for students with disabilities, this experience can differ significantly due to the unique challenges they face whe...
Show moreGraduating from high school is a pivotal milestone in a young person's life, symbolizing independence and the promise of future opportunities. However, for students with disabilities, this experience can differ significantly due to the unique challenges they face when transitioning into adulthood. A key component of their special education programming is preparing them for life beyond high school. However, challenges arise when special education teachers lack the knowledge or confidence to effectively write and implement a transition plan that addresses the individual needs of their students. This study explores the perspectives and experiences of special education team members regarding the implementation of a transition coordinator and its impact on special education programming.
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Year Issued: 2025

Author: Rockwell, Jamie
Sub-title: A Needed Change in Special Education

Title: Why parents choose or do not choose cyberschools for their children
Year Issued: 2023

Abstract: Parents and guardians have many options regarding the type of educational institution that their child can attend. The two most common options for school-aged children are a traditional brick-and-mortar school or a cyberschool. Since children come from diverse backgr...
Show moreParents and guardians have many options regarding the type of educational institution that their child can attend. The two most common options for school-aged children are a traditional brick-and-mortar school or a cyberschool. Since children come from diverse backgrounds, have individual needs, and learn differently, it is important for children and their parents and guardians to understand what each type of school has to offer so they can make an informed decision. This study aimed to understand the specific reasons why parents and guardians choose cyberschools for their children. Ten participants were asked to complete a survey and answer open-ended interview questions; answers were analyzed using Weiss’s 4 I’s framework to determine key factors of school choice. Furthermore, participant responses and collected enrollment data were analyzed to determine student enrollment trends over the past five years at six cyberschools in Pennsylvania. The findings of this study indicated that there are specific, but different, characteristics that both cyberschools and brick-and-mortar schools possess that influence parents and guardians choices regarding educational institutions. Based on this study some parents and guardians prefer the safety and teacher communication that cyberschools offer, and some parents and guardians prefer the extracurricular activities that brick-and-mortar schools offer. Additionally, this study analyzes if the Covid-19 pandemic persuaded parents and guardians to choose one type of school over the other. The data collected from this study can help parents and guardians make informed decisions, based on their children’s needs, to which type of schooling would be most beneficial to them. Additionally, data can help school administrators make changes within their school to help maintain or increase student enrollment by meeting a larger range of student needs.
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Author: Furka, David