Comparing Progress of Students with Emotional Or Behavioral Disorders in Separate Classrooms and Public Separate Day Schools in a Midwestern Urban School District

Download or read book Comparing Progress of Students with Emotional Or Behavioral Disorders in Separate Classrooms and Public Separate Day Schools in a Midwestern Urban School District written by A. Darlene Gibson and published by . This book was released on 2009 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study used a causal comparative research design to examine the academic, behavioral, and social progress of students with emotional or behavioral disorders (EBD), comparing those educated in separate classrooms within regular education schools, and those educated in separate day schools. The progress of these students was compared to determine if there was a significant difference between the two groups. The School Archival Records Search (SARS) instrument was used to collect data. Pre- and post- data were collected on eight variables, and a two-sample "t"-test was used to determine if means were significantly different between the two groups. Results revealed no significant difference at .05 alpha level in pre- and post- scores for academic and behavioral domains, and no significant difference in pre- scores in social domain. However, a significant difference at .05 alpha level in post- scores was found for the social domain. Findings were similar to previous studies, suggesting that students educated in these two settings demonstrated the same level of progress.