Low –Achieving Students' Perceptions of Their In-Class Support LOW-ACHIEVING STUDENTS ...

179 Pages·2015·3.32 MB·English

RUNNING HEAD: Low –Achieving Students’ Perceptions of Their In-Class Support

LOW-ACHIEVING STUDENTS’ PERSPECTIVES REGARDING THEIR

EXPERIENCES AS RECIPIENTS OF INSTRUCTIONAL SUPPORT

DELIVERED IN A GENERAL EDUCATION SETTING

By

LYNN KELLER CARMAN

A dissertation submitted to the

The Graduate School of Education

Rutgers, The State University of New Jersey

In partial fulfillment of the requirements

for the degree of

Doctor of Education

Graduate Program in Early Childhood/Elementary Education

Written Under the Direction

_______________________________________
Dr. Carrie Lobman Chair

_______________________________________
Dr. Dan Battey Committee

_______________________________________
Dr. Edith Ferris Committee

New Brunswick, New Jersey

October 2015
Low –Achieving Students’ Perceptions of Their In-Class Support

©2015
Lynn Keller Carman
ALL RIGHTS RESERVED
Low –Achieving Students’ Perceptions of Their In-Class Support

Abstract

Similar to administering support services for special education, basic skills instruction
(BSI) for low achievers is increasingly being delivered in general education, or heterogeneous,
classrooms. These practices have become more common as a result of research findings
suggesting that an in-class setting is favored for struggling students. However, whereas some
studies have shown heterogeneous compositions of students to be more beneficial than
homogeneous settings, characteristic in pull-out instruction, conflicting evidence exists.
While the intent of this study was not to confirm or deny whether the benefits of push-in
settings outweigh those of pull-out settings, this phenomenology research examined this topic in
a manner that has largely been ignored: examining students’ perspectives relating to their support
experiences. Data collection methods consisted of interviews, observations, and students’
drawings. Participants were asked to draw pictures of classrooms they felt would be an ideal
setting to receive their support instruction in.
Data analysis of this qualitative study provides insight about why there are contrasting
findings between existing studies. This research found that participants felt that in-class BSI
support was a generally positive experience, and they credited much of the progress they have
made during the school year to that program. According to these students, one of the most
valuable aspects of receiving support in a heterogeneous setting was the fact that they receive
help from the higher-performing students. By contrast, their drawings demonstrated that they
favored being in a homogeneous setting for their support instruction. The participants preferred
being in smaller group settings and being among students who performed similarly to
themselves. Findings in this study also demonstrate that, when teachers provide a supportive
classroom environment that includes differentiated instruction and mastery experiences, the
support program works well.
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Low –Achieving Students’ Perceptions of Their In-Class Support

Results of this study suggest that policy makers and administrators should consider
revisiting how their support programs are delivered. The results of this study provide them with a
resource of valuable real-life information that other research has largely omitted. The
participants’ perspectives of how they experience this phenomenon can help towards the
construction of more effective support instruction for the low-achieving student population.

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DEDICATION
I would like to dedicate this work to my family and friends. They have been instrumental
with their encouragement and reassurance throughout the time it has taken me to complete this
endeavor. I am grateful to have had them as my cheerleaders and sources of continual support.
I also owe so much of this doctoral accomplishment to my parents. It was their focus on
learning and education that was the catalyst for me to pursue this degree. Although my dad,
Richard, has been gone for many years now, he was truly an inspiration. He attended eleven
years of night courses, and balanced this with his demands of raising a family and working full
time. His perseverance enabled him to finish his B.S. degree despite suffering serious medical
issues during that time in his life. He taught me a valuable lesson: Keep going on the road
leading towards your goal, even if it might be a slow travel.
Finally, I dedicate this work to my mom, Evelyn. She grew up in less plentiful times, and
her family could not afford for her to go to a university. However, she did attend college when she
was in her forties, and she completed her degree a short time afterwards. It was no wonder then,
that her example of never being too old to learn was an inspiration for me to decide to go back to
school later in life to pursue my doctoral degree. Despite the fact she wasn’t a teacher, she
nevertheless read my educational research over and over and had suggestions and encouraging
words for me even until the final few months of her life. Despite her sudden illness and subsequent
rapid decline in health, she continued to support and had the upmost confidence in me. She
consistently listened to and gave me suggestions for my writing. Mom was a true “supporter” of
mine, but tragically lived a few months shy of not seeing me complete this research. Her one hope,
as she confessed to me just a few weeks before she lost her battle with cancer, was for me to finish
my degree. This work is for you Mom, with Love and a tremendous THANK YOU!
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ACKNOWLEDGEMENTS
I would like to express my gratitude to my dissertation committee members, Dr. Dan
Battey and Dr. Edith Ferris. Their cooperation, constructive suggestions, and source of support
have been greatly appreciated.

My heartfelt thanks go to my dissertation chair, Dr. Carrie Lobman. She has been so
very patient with me during this long process. Many others, I am sure, would have been
frustrated with the time it has taken me to complete this journey. She encouraged me during the
stressful times when I thought I would not be able to continue. As a result and thanks for her, I
am now able to enjoy the culmination of the many years of my efforts.

My sincere appreciation and many thanks to you all.

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Table of Contents
Page
Abstract ....................................................................................................................... i
Dedication ................................................................................................................. iii
Acknowledgements ................................................................................................... iv
List of Tables ........................................................................................................... vii
List of Figures ......................................................................................................... viii
CHAPTER I ................................................................................................................1
Statement of the Problem ................................................................................1
Purpose of this Study ......................................................................................9
Research Questions .......................................................................................11
CHAPTER II .............................................................................................................13
Review of the Literature ...............................................................................13
Chapter Summary .........................................................................................45
CHAPTER III ...........................................................................................................48
Methodology .................................................................................................48
Data Collection .............................................................................................54
Data Analysis ................................................................................................62
CHAPTER IV ...........................................................................................................69
Results ...........................................................................................................69
Chapter Review ...........................................................................................119
CHAPTER V ..........................................................................................................122
Discussion ...................................................................................................122
Implications for Education ..........................................................................135
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Limitations and Need for Further Research ................................................138
Significance of this Study ...........................................................................141
Conclusion ..................................................................................................142
References ...............................................................................................................144
Appendices ..............................................................................................................156
Appendix A: Teacher’s Consent Letter ............................................................156
Appendix B: Student Information .....................................................................158
Appendix C: Parent Consent Form ...................................................................159
Appendix D: Parent Consent Form ...................................................................161
Appendix E: Child’s Consent ...........................................................................163
Appendix F: Child’s Consent............................................................................165
Appendix G: Interview Protocol # 1 .................................................................166
Appendix H: Interview Protocol # 2 .................................................................168

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LIST OF TABLES

Tables Page
1. Research Questions: Summary of Method of Data Collection .................55
2. Data Collection Schedule ...........................................................................61
3. Descriptions of Participants ......................................................................70

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LIST OF FIGURES
Figures Page
1. Wanda’s Assessment Sample .................................................................197
2. Sue’s Assessment Sample # 1 ...................................................................98
3. Sue’s Assessment Sample # 2 ...................................................................99
4. Mary’s Assessment Sample # 1 ...............................................................100
5. Edward’s Assessment Sample # 1 ...........................................................101
6. Candace’s Assessment Sample # 1 ..........................................................102
7. Wanda’s Drawing ....................................................................................111
8. Sue’s Drawing ..........................................................................................112
9. Mary’s Drawing .......................................................................................113
10. Edward’s Drawing ...................................................................................114
11. Candace’s Drawing ..................................................................................115

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