Electronic Theses and Dissertations

Identifier

6110

Date

2017

Date of Award

12-6-2017

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Leadership and Policy Studies

Concentration

Leadership

Committee Chair

Charisse A Gulosino

Committee Member

Reginald Green

Committee Member

Louis Franceschini

Committee Member

DeAnna Owens

Abstract

Abstract Hess-Taylor, Chantal. Ed.D. The University of Memphis. December 2016. Examining Educators’ Perceptions of the Use of Time, the Availability of Resources and the Quality of Parent/Community Relations at Schools with Very Low and Very High Percentages of Learning Disabled: Charisse Gulosino, Ph.D The purpose of this study was to determine whether there are differences in how educators view the use of instructional time, the availability of instructional resources, and the quality of parent/community relations at schools with very low and very high percentages of students categorized as learning disabled (LD). Secondary data extracted from the 2013 administration of the Teaching, Empowering, Leading and Learning Questionnaire (TELL) were merged with pertinent school demographic information archived on the Tennessee Department of Education (TDOE) website. Once combined, these data were subsequently used to identify some 1425 schools with complete information on all variables of interest, including concurrent percentages of LD students. Analysis of the frequency distribution of these 1425 percentages enabled the location of the cut-points marking the lowest and highest deciles and the subsequent categorization of “very low” schools as those with proportions of LD students at or below 9.38% (n = 143) and “very high” schools as those with proportions of LD students or above 20.91% (n = 142). For these 285 schools, means were then obtained on the TELL subsections pertinent to instructional time (seven items), instructional resources (nine items), and parent/community relations (eight items). After controlling for the effects of two covariates, multivariate differences were observed apropos all three outcomes. With respect to time, four of seven item means favored “low” LD schools. Conversely, eight of the nine item means concerning resources favored the “high” LD schools. The most consistent and largest between-group differences were observed with respect to parent/community relations. However, of the eight means in this set of items, all favored the “high” LD group, with the strongest effects observed for item comparisons involving clear, two-way communication (g = .59) and providing parents/guardians with useful information about student learning (g = .59).

Comments

Data is provided by the student.

Library Comment

dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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