11/24/2020 "Exploring the relationship between inclusive education and achievement" by Meghan Cosier

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TEACHING AND LEADERSHIP - DISSERTATIONS (HTTPS://SURFACE.SYR.EDU/TL_ETD)

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Title

Exploring the relationship between inclusive education and achievement: New perspectives

Author

Meghan Cosier, Syracuse University (https://surface.syr.edu/do/search/?

q=author_lname%3A%22Cosier%22%20author_fname%3A%22Meghan%22&start=0&context=1114870)

Date of Award

2010

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Leadership

Advisor(s)

Jule Causton-Theoharis

Keywords

Inclusion, Reading achievement, Mathematics achievement

Subject Categories

Special Education and Teaching

Abstract

This study used Multilevel Modeling (MLM) with a sample of over 1300 students with disabilities between the ages of six and nine years old nested
within 180 school districts. A sample from the Pre-Elementary Education Longitudinal Study (PEELS) dataset (Institute of Education Sciences) was
used to explore the relationship between hours in general education and achievement in reading and mathematics while accounting for student level
factors such as race, socioeconomic status, and disability. The study also controlled for district level factors including district socioeconomic status and
racial/ethnic composition. Results suggest a strong relationship between hours spent in general education and achievement in both mathematics and
reading when accounting for student level and district level factors. In addition, results suggested statistically significant relationships between
achievement and race, and achievement and disability.

In the analyses standard scores on subtests of the reading and mathematics achievement sections of the Woodcock Johnson III Tests of Academic
Achievement [WJIII] (Woodcock & Mather, 2001) were used as the outcome variables. These analyses indicate that when incorporating level-1 (student
level) and level-2 (district level) predictors and interaction terms, hours in general education is significantly related to reading and mathematics
achievement. The results indicate approximately half a point increase in reading and mathematics scores for each hour spent in general education.
Implications for research and practice are discussed.

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11/24/2020 "Exploring the relationship between inclusive education and achievement" by Meghan Cosier

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Recommended Citation

Cosier, Meghan, "Exploring the relationship between inclusive education and achievement: New perspectives" (2010). Teaching and Leadership -
Dissertations. 228.
https://surface.syr.edu/tl_etd/228

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