An Analysis of a Title I Inclusive Middle School Program in Texas over a Three Year Period: A Case Study Metadata

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Title

  • Main Title An Analysis of a Title I Inclusive Middle School Program in Texas over a Three Year Period: A Case Study

Creator

  • Author: Restivo, Janet DiMaria
    Creator Type: Personal

Contributor

  • Chair: Watson, Hoyt F.
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Bane, Robert K.
    Contributor Type: Personal
    Contributor Info: Minor Professor
  • Committee Member: Huffman, Jane Bumpers, 1950-
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas

Date

  • Creation: 1999-05

Language

  • English

Description

  • Content Description: The purpose of this study was to describe a Title I inclusion program in a north Texas middle school, to evaluate the degree of its success as a high achieving program, and to analyze how closely it met the requirements of the Improving America's Schools Act of 1994. Data were collected from the learning facilitators and teachers at the middle school with the permission of the school district. This study began with extensive research on the nature of adolescents and the beliefs and characteristics of high achieving middle schools. It addressed the steps which were recommended in the literature to improve middle schools and benefit students that are at-risk of failing to master the curriculum at their grade level. The researcher concluded by reporting effective strategies being used in middle school at-risk programs. These are strategies noted by experts as successful in identified programs. The population for this study was seventh and eighth grade Title I students who attended middle school during the 1992-1993, 1993-1994, 1994-1995 and 1995-1996 school years. The data collected by the researcher are presented in two parts: the description of the Title I inclusion program; and the results of the Texas Assessment of Academic Skills tests in reading and math, the Shaw-Hiehle Math Tests, and the Gates-MacGinitie Reading Tests. Findings from this study suggest that the program met the requirements of a Title I program established by the federal government. The test scores for the middle school improved during the three years of the program. The Title I inclusion program met the requirements of the Improving America's Schools Act. Finally, the Title I students were successful working in classrooms with other students on challenging curriculum which met the State's content and performance standards. These findings have implications for other middle schools who are developing Title I programs to meet the requirements of the Improving America's Schools Act.
  • Physical Description: viii, 177 leaves : ill. (chiefly col.)

Subject

  • Keyword: Title I inclusion programs
  • Keyword: Improving America's Schools Act of 1994
  • Keyword: middle schools
  • Keyword: adolescents
  • Keyword: academic acheivement
  • Library of Congress Subject Headings: Inclusive education -- Texas.
  • Library of Congress Subject Headings: Middle school education -- Texas.
  • Library of Congress Subject Headings: Children with social disabilities -- Education (Middle school) -- Texas.

Coverage

  • Place Name: United States - Texas
  • Start Date: 1992
  • End Date: 1996

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.
  • Rights Holder: Restivo, Janet DiMaria

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Call Number: 379 N81d no.4807
  • UNT Catalog No.: b2172789
  • Accession or Local Control No: 1002658813-Restivo_COLOR
  • Archival Resource Key: ark:/67531/metadc501170

Degree

  • Degree Level: Doctoral
  • Degree Grantor: University of North Texas
  • Degree Name: Doctor of Philosophy
  • Academic Department: Department of Teacher Education and Administration
  • Degree Discipline: Education Administration
  • Degree Publication Type: disse

Note

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